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1.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
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Billie Jo Rodriguez Amy Campbell Sarah Fairbanks Falcon Christopher Borgmeier 《Journal of educational and psychological consultation》2015,25(2-3):224-251
This article reviews Check-In, Check-Out (CICO; Hawken & Horner, 2003) as an intervention within a multitiered system of support. Although literature has emerged demonstrating successful intervention outcomes for a wide range of students (e.g., Campbell & Anderson, 2011; Hawken & Horner, 2003), insufficient attention has focused on the administrative and organizational systems needed for high-fidelity, sustained adoption of these practices to maximize student outcomes. We address this need by demonstrating how to explicitly and systematically embed CICO into the multitiered system of supports by reviewing data, systems, and practices needed to sustain high-quality Tier 2 interventions such as CICO. One school district's systems implementation data and student outcome data are shared highlighting lessons learned during training, initial implementation, and follow-up related to CICO systems in schools. The article emphasizes the roles of school psychologists as well as the importance of collaboration with other educators in CICO implementation. 相似文献
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There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole lessons resulted in positive instructional effects for students with ASD and DD (Ganz, 2007). However, it is not known whether DI is more effective than other language interventions. The purpose of this study was to compare DI to an established intervention, discrete trial teaching. Thirteen students with ASD or participated in the study and data were collected using curriculum-based assessment. An independent samples t-test indicated that there was a statistically significant difference in student performance for the group who received DI. Results and their implications will be discussed. 相似文献
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Catherine McBride-Chang Xiuli Tong Hua Shu Anita M.-Y. Wong Ka-wai Leung Twila Tardif 《Scientific Studies of Reading》2013,17(2):171-194
Tasks of word reading in Chinese and English; nonverbal IQ; speeded naming; and units of syllable onset (a phoneme measure), syllable, and tone detection awareness were administered to 211 Hong Kong Chinese children ages 4 and 5. In separate regression equations, syllable awareness was equally associated with Chinese and English word recognition. In contrast, syllable onset awareness was uniquely associated with English reading only, whereas tone detection was uniquely associated with Chinese reading only. Results underscore both the universality of first-language phonological transfer to second-language reading and the importance of different psycholinguistic units (Ziegler & Goswami, 2005) for understanding reading acquisition: Tone units are integral to Chinese character recognition, whereas phonemes are more strongly associated with English word recognition, even within the same children. 相似文献
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The objective of this study was to evaluate the reliability and validity of the Hebrew version of Kogan's (1961) Attitudes Toward Old People scale. A self-administered questionnaire in Hebrew was given to a convenience sample of 300 people under the age of 65 who resided in three neighborhoods in Tel Aviv. The Hebrew version of the Attitudes toward Old People scale demonstrated good psychometric properties. Internal consistency of Cronbach's alpha was high (α = .89). Factor analysis showed five loading factors. The Israeli version of the scale was found to be a valid and reliable instrument for measuring the general population's attitudes toward older people. It can be a useful instrument for studies in Israel as well as for cross-national and comparative studies to assess the degree of ageism towards older people. 相似文献
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Amirhooshang Nazarpoori 《International Journal of Leadership in Education》2017,20(5):618-631
The purpose of this study was to investigate the effect of a leader’s social intelligence (SI) on an employee’s perception of interpersonal justice by considering the mediating role of shared leadership. Conceptual model and research hypotheses have been developed by the Marlowe’ SI model (1986), and the theory of shared leadership and interpersonal justice theory. Research population was Ministry of Education and training employees in TEHRAN; 108 employees were selected for gathering the required data. Data were collected using a standard questionnaire. Reliability testing of questionnaire with Cronbach’s alpha was confirmed by .96 coefficient. For analyzing data and determining the relationships between variables of conceptual model, the covariance-based structural equation modelling with maximum likelihood method has been used. Results provide acceptable evidence of convergent and discriminant validities and internal consistency and item reliabilities of the measure of SI, interpersonal justice and shared leadership. The study contributed to our understanding of the linkage among pro-social attitude, social performance skills, empathetic ability, emotional expressiveness and confidence between shared leadership and interpersonal justice. Results of data analysis show that among SI dimensions, the ‘pro-social attitude’ by .383 coefficient has the highest effect on perceived interpersonal justice. Also among shared leadership dimensions, the ‘perceived shared purpose’ by .378 coefficient has the highest effect on the perceived interpersonal justice. 相似文献
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Human beings have a fundamental need to belong, for ongoing positive interactions with others who provide companionship and caring (Baumeister & Leary, 1995). Children may hit, exclude, or harass others electronically because when their own needs for belongingness are threatened, or when they want to enhance their own status, they lash out and hurt others in the way they think will be most painful, by engaging in behaviors that undermine the target's sense of belongingness. For reasons discussed herein, children and adolescents might be especially vulnerable to desperate needs for belongingness. Viewing bullying as motivated by the need to belong has profound implications for prevention and intervention programs to reduce bullying. 相似文献
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Katie E. Cherry Professor Susan Brigman Celinda Reese-Melancon Allison Burton-Chase Kayla Holland 《Educational gerontology》2013,39(3):168-178
The purpose of this study was to examine relationships among memory aging knowledge and memory self-appraisal in college students and community-dwelling older adults. Participants completed the Knowledge of Memory Aging Questionnaire ([KMAQ] Cherry, Brigman, Hawley, & Reese, 2003) and the Memory Functioning Questionnaire ([MFQ] Gilewski, Zelinski, & Schaie, 1990). We hypothesized that poorer performance on the KMAQ stereotype scale, suggesting an ageist response bias, would be associated with more negative self-appraisals of memory. Results confirmed that responses on the KMAQ stereotype scale were significantly associated with responses on the MFQ Frequency of Forgetting scale and two shorter scales derived from the full MFQ, the memory self-efficacy scale (Zelinski & Gilewski, 2004), and a revised Seriousness of Forgetting scale after controlling for age and educational level. Implications of these findings for the development of instructional materials to improve memory aging knowledge and memory self-appraisal in adulthood are discussed. 相似文献
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Jaap Scheerens Hans Luyten Stéphanie M. van den Berg Cees A. W. Glas 《Educational Research and Evaluation》2013,19(1):15-39
As expectations of the economic impact of educational attainment are soaring (Hanushek & Woessmann, 2009) and conjectures about successful national educational reforms (Mourshed, Chijioke, & Barber, 2010) are welcomed by educational policy-makers in many countries, a careful assessment of the empirical evidence for these kinds of claims is needed. In this article, we present a methodology that was applied to an international data set. A multi-level model of education was used to present a hypothetical scenario, indicated as the “implementation scenario”. The scenario was tested on the Programme for International Student Assessment (PISA) 2009 data set by means of multi-level structural equation modelling. Although we find some evidence for direct effects and some support for straightforward implementation, the overall impact of malleable conditions at the system and school level appears disappointingly small. A theoretical strand of literature that would account for “limited malleability” is referred to in discussing these results. 相似文献
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Beliefs often guide a teacher's decision-making, thinking, and practice in the classroom (Vartuli, 2005). There is limited longitudinal research on how early childhood preservice teachers develop new knowledge about their beliefs as they transition into in-service teaching positions (Joram & Gabriele, 1998). Across 4 years that encompassed a series of three studies, this article chronicles three teachers' understandings of how their beliefs and practices were interrelated and informed by one another. Preservice teachers were interviewed and completed written reflections as they moved from under the umbrella of an undergraduate early childhood teacher preparation program into classrooms as in-service teachers. Findings reveal (a) how the preservice teachers' beliefs were initially unstable and nascent during Study One, (b) how a transactional nature between beliefs and practice began to emerge during Study Two, and (c) how, during Study Three, this relational exchange contributed to an increase in deliberate action as in-service teachers. Implications for early childhood teacher preparation programs include ensuring opportunities for preservice teachers to use self-reflection and inquiry across a range of course and field experiences as they identify and make connections between beliefs and practice. 相似文献
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《Journal of Further & Higher Education》2012,36(4):567-581
Colleague supervision is increasingly used in UK modern (post-92) universities to support the progress of academic staff to doctoral qualifications. Denicolo (2004) argues that it is a ‘role relationship that has been largely ignored or undervalued by administration’ (p. 693) and colleague students and supervisors ‘felt more vulnerable’ than other students/supervisors (p. 706). This small-scale research amongst students and staff in a colleague supervision relationship at a single UK modern university tests Denicolo’s (2004) propositions and those of Deuchar (2008) on supervision styles. It found that students did not feel ‘vulnerable’ but considered there were significant benefits from colleague supervision. They, and some supervisors, were also very supportive of group supervision methods that, alongside conventional individual supervision, gave strong support to the progress of colleague students to timely completion of their doctoral studies. As many UK modern universities are attempting to build research capacity through doctoral research training, the use of group supervision alongside colleague supervisors may offer benefits in a time when supervisory capacity has been stretched. 相似文献
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Research Findings: Given the growing literature pertaining to the importance of fine motor skills for later academic achievement (D. W. Grissmer, K. J. Grimm, S. M. Aiyer, W. M. Murrah, &; J. S. Steele, 2010), the current study examines whether the fine motor skills of economically disadvantaged preschool students predict later academic performance in 2nd grade. More specifically, we expand on the current literature and evaluate whether 2 types of fine motor skills—fine motor object manipulation and fine motor writing—predict academic achievement above and beyond the effects of demographic characteristics and early language and cognition skills. Results indicate that performance on both fine motor writing and object manipulation tasks had significant effects on 2nd-grade reading and math achievement, as measured by grades and standardized test scores. Stronger effects were yielded for writing tasks compared to object manipulation tasks. Practice or Policy: Implications for researchers and early childhood practitioners are discussed. 相似文献
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In two studies dissociations between reading and spelling skills were examined. Study 1 reports equally high prevalence rates for isolated deficits in reading (7%) or spelling (6%) in a representative sample (N = 2,029) of German-speaking elementary school children. In Study 2, children with isolated deficits were presented with the same words to read and spell. The double dissociation was replicated. Good readers/poor spellers named pseudohomophones as quickly as their corresponding words, and their phonological awareness skills were adequate, suggesting that their reading might be based on highly efficient decoding procedures. Poor readers/good spellers showed slow word naming and a clear slowing when reading pseudohomophones suggesting a reliance on intact orthographic representations in word reading. A deficit in rapid automatized naming in this group suggests problems in fast visual–verbal access. The profile of poor readers/poor spellers fits the double-deficit group in Wolf and Bowers's (1999) dyslexia theory. 相似文献
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Manuela Heinz 《Educational Research and Evaluation》2013,19(3):258-297
Why do individuals all over the world choose to become school teachers? What motivates them to become educators of young people, and how committed are they to this cause when they enter their teacher education courses? Considering that teacher motivation and commitment have been identified as crucial factors for the future success of education and schools (Huberman, 1993; Manning & Patterson, 2005; Rikard, 1999), these are important questions for policy makers and societies to address. This paper provides a systematic and conceptual review of empirical research studies exploring student teachers’ career motivations and commitment in 23 countries from 5 continents. A variety of motivating factors are explored, their relative importance in student teachers’ career decisions is discussed, and differences between various subgroups and cultural contexts are highlighted. Attention is drawn to methodological limitations as well as recent developments in this important area of research. 相似文献
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This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the conflicting results reported by Ioannides and Vosniadou (2002)and diSessa, Gillespie, and Esterly (2004) in terms of differences in coding schemes and differences in student populations. The current study addresses these questions by applying the coding schemes from both studies to interviews with 201 students drawn from the United States, the Philippines, Turkey, China, and Mexico. The analyses focus first on the coding schemes, suggesting that differences in coding schemes seem unlikely to account for the differences in the original studies. The analyses then focus on potential differences between student populations, suggesting that some differences exist in terms of consistency and meanings that might result from language, culture, or educational systems, but that these differences are too small to account for the radical differences in the findings of the original studies. Two additional explanations are then proposed and explored involving the instruments and the epistemological stances invoked for the students. Overall, the results align more closely with the findings of diSessa, Gillespie, and Esterly (2004). [Supplemental materials are available for this article. Go to the publisher's online edition of Journal of the Learning Sciences for the following free supplement: Coding Schemes and Rules.] 相似文献
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Gregg Twietmeyer 《Quest (Human Kinetics)》2013,65(3):177-186
What role should pleasure play in kinesiology? Although pleasure is an important concept in kinesiology, the strengths, weaknesses, and dangers of this concept have not been properly clarified. Douglas Booth and Richard Pringle have both recently scolded kinesiologists over the issue of pleasure in kinesiology with decidedly mixed results. They insist that the importance of pleasure has been neglected, and that the role that human culture plays in properly understanding pleasure in kinesiology, has been underestimated. Booth (2009) argues that “puritanical” prohibitions have made pleasure suspect. Pringle (2010) argues that kinesiologists must remember that “many students are not currently gaining a love for movement in their [physical education] experiences” (p. 130). Each scholar's suspicion of traditional distinctions between “good and bad physical pleasures” (Booth, 2009, p. 148) results in an untenable commitment to pleasure as an intrinsic good. In short, their views are hedonistic. Although Booth and Pringle are right that pleasure is good, it is not an end in itself. 相似文献
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Research Findings: The current study examined achievement motivation orientation in preschool-age children from low- and middle-income families. Participants were 126 children who were attending an urban Head Start site or a private preschool. Children's motivation orientation was assessed as being performance oriented or mastery oriented using a challenging puzzle task (Smiley &; Dweck, 1994). Children's verbalizations during the task were coded into performance concern, disengaged, and negative self-evaluation categories. Logistic regression and Mann-Whitney U analyses were conducted to examine differences between income groups in motivation orientation and verbalizations. Patterns of motivation orientation in preschool-age children from low- and middle-income families did not differ after controlling for differences in age and puzzle-solving ability. However, children from low-income families made a significantly higher proportion of performance-related verbalizations while working on the task. Practice or Policy: The findings support the examination of children's private speech as a way to assess cognitive processes underlying achievement motivation. In addition to providing a novel way to identify differences in achievement motivation that may be useful for teachers and researchers, the findings suggest the potential utility of designing interventions that promote positive private speech as a way of supporting mastery-oriented motivation in young children. 相似文献
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Dorothy L. Espelage 《理论付诸实践》2014,53(4):257-264
Bronfenbrenner's (1977) classic ecological theory is used as a framework to review the documented risk and protective factors associated with involvement in school-related bullying during childhood and adolescence. Microsystems such as peers (socialization during adolescence), family (violence, lack of parental monitoring), community (exposure to violence), and schools (teacher attitudes, climate) contribute to the rates of bullying perpetrated or experienced by youth. The interaction between components of the microsystem is referred to as the mesosystem, and offers insight into how contexts can exacerbate or buffer experiences for youth who are involved in bullying (e.g., family support can buffer impact of peer victimization). Recommendations are provided for teachers and other adults who work with youth. 相似文献
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The study of knowledge transfer rarely draws upon motivational constructs in empirical work. We investigated how students' achievement goals interact with different forms of instruction to promote transfer, defined as preparation for future learning (Bransford & Schwartz, 1999) Students were given either invention or tell-and-practice activities when learning statistics concepts and their achievement goal orientations were measured at the beginning of the experiment. We also assessed students' goals during the learning activity. We predicted that students who entered the experiment with a high mastery-approach goal orientation would be more likely to transfer, regardless of instruction. We also hypothesized that invention activities would lead to higher mastery-approach goal adoption for the task and more attention to important conceptual features, as students would focus on trying to understand the material. Finally, because we expected that invention activities would promote mastery goal adoption during the task, we predicted a moderating effect of invention activities, such that there would be a smaller effect for students' initial mastery-approach goal orientation on transfer for those who invented compared to those who received tell-and-practice instruction. All three hypotheses were supported. Results are discussed in terms of contributions to research on knowledge transfer, achievement goals, and educational practice. 相似文献