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691.
Angela Choi Fung Tam 《Teachers and Teaching》2013,19(1):22-43
This longitudinal study aimed to examine the role of a professional learning community (PLC) in changing teachers’ beliefs and practices. Teachers of a Chinese department in a Hong Kong secondary school were interviewed and observed. The findings indicate that the features of a PLC-facilitating teacher change are development of a coherent structure, a collaborative culture, and effective learning activities. These help teachers to overcome initial difficulties and induce their motivation for transformation. Teacher change in five dimensions (curriculum, teaching, learning, roles of teachers, and learning to teach) and three patterns (change in practice but not in belief, change in belief but not in practice, change in practice and belief) were detected. It is argued that cultivating an effective PLC is significant to teacher development. 相似文献
692.
Angela Brew 《International Journal for Academic Development》2013,18(1):5-6
“Quality teaching”, “curriculum change” and “innovative practice” are just a few of the common phrases used by university academics as a basis for defining and justifying their actions as educators and policy‐makers. Yet our analysis of 25 interviews with academics revealed differences in their conceptions of these terms. While the impact of such disparity upon the clarity of discussions across campus is not known, it is likely to be significant. We suggest there is a real need for academics and developers to work together to identify the meanings behind the language of higher education. By working collaboratively and contributing individual expertise, academics and developers can develop converging understandings and better shape the university curriculum. This paper explores ways in which we can work together to achieve this goal. “Enseignement de qualité”, “changement de programme” et “pratique innovatrice” ne sont que quelques‐unes des expressions communément employées par les universitaires pour définir et justifier leurs actions en tant qu’éducateurs ou responsables de politiques. Toutefois, notre analyse d’entretiens effectués auprès de 25 universitaires révèle des différences en ce qui a trait aux conceptions entretenues à l’égard de ces expressions. Bien que l’impact d’une telle disparité sur la clarité des discussions à la grandeur du campus ne soit pas connu, celui‐ci est susceptible d’être significatif. Nous suggérons qu’universitaires et conseillers pédagogiques travaillent ensemble à identifier les significations sous‐jacentes au langage de l’enseignement supérieur. En collaborant et en fournissant une expertise individuelle, universitaires et conseillers pédagogiques peuvent parvenir à des compréhensions convergentes et, ainsi, mieux informer les programmes universitaires. Cet article explore quelques façons selon lesquelles nous pouvons travailler ensemble vers l’atteinte de cet objectif. 相似文献
693.
Abstract With increasing numbers and types of students, more flexible courses and technological innovation, there is a growing need to understand the student experience in detail, and to gain a clear, unbiased account of the effects of course design and delivery on their learning. At the same time, academic staff are increasingly under pressure to be active researchers, to teach more students and to quality‐assure their practice. Within this context there is a growing need for educational and staff development which is both effective in supporting academic staff and promoting innovative course design and yet efficient in the use of scarce resources. In this difficult context a great deal is asked of a professional academic development service. How best can such a service be offered? What should the basic service consist of? In this paper we advocate an approach to academic development which we have called Consultancy Style Action Research (CSAR). We introduce the rationale and background to the development of CSARand briefly describe one case example. We go on to discuss the contribution of this approach to developing the developers. 相似文献
694.
Robert J. Mislevy Geneva Haertel Britte H. Cheng Liliana Ructtinger Angela DeBarger Elizabeth Murray 《Educational Research and Evaluation》2013,19(2-3):121-140
Standardizing aspects of assessments has long been recognized as a tactic to help make evaluations of examinees fair. It reduces variation in irrelevant aspects of testing procedures that could advantage some examinees and disadvantage others. However, recent attention to making assessment accessible to a more diverse population of students highlights situations in which making tests identical for all examinees can make a testing procedure less fair: Equivalent surface conditions may not provide equivalent evidence about examinees. Although testing accommodations are by now standard practice in most large-scale testing programmes, for the most part these practices lie outside formal educational measurement theory. This article builds on recent research in universal design for learning (UDL), assessment design, and psychometrics to lay out the rationale for inference that is conditional on matching examinees with principled variations of an assessment so as to reduce construct-irrelevant demands. The present focus is assessment for special populations, but it is argued that the principles apply more broadly. 相似文献
695.
Sherryl Scott Heller Janet Rice Allison Boothe Margo Sidell Krystal Vaughn Angela Keyes 《Early education and development》2013,24(6):919-944
This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover. 相似文献
696.
697.
Molly Dragiewicz Angela R. Gover Susan L. Miller Jennifer Naccarelli Barbara Paradiso 《Journal of Criminal Justice Education》2013,24(4):594-611
Universities and colleges across the country offer courses on domestic violence. A few programs have developed such academic opportunities even further, offering specializations, graduate certificates, and degrees concentrated on domestic violence. This paper introduces two innovative academic programs: the undergraduate Domestic Violence Prevention and Services Concentration and Minor at the University of Delaware and the graduate Program on Domestic Violence at the University of Colorado Denver. The authors review the structure, content, benefits, and challenges of these programs with a view to informing and inspiring others who might be interested in establishing similar curricula at their own institutions. 相似文献
698.
Margaret Zamudio Francisco Rios Angela M. Jaime 《Equity & Excellence in Education》2013,46(2):215-229
This article examines a critical cultural thinking framework advanced to develop an analysis of difference as it pertains to race, gender, and sexuality. We examine student journals to document their use (or lack therein) of these critical cultural thinking concepts and how these concepts influence students' understanding of difference. While there are a number of tools that students can rely on for thinking critically, we advance four concepts that are central for the development of a critical cultural consciousness. 1 The critical cultural thinking skills we identify in this article are (1) organic experience, (2) relational analysis, (3) historical analysis, and (4) conception of power relations. We argue that these tools are central for an intellectual understanding of difference. As the student journals analyzed in this article demonstrate, in the absence of these tools of inquiry, much of the campus discourse reverts to oppressive frameworks, which not only serve to oppress students of color, women, and gay and lesbian students but also erodes the practice of citizenship that is crucial for the development of educational democracy. 相似文献
699.
This study investigates the docudrama hypothesis—the idea that fiction based on real stories can influence audience members’ perception of political reality—in the context of current debates on partisan selective exposure and reinforcement effects. It does so by analyzing the influence of an Oscar-nominated docudrama on viewers’ attitudes and behavioral intention using propensity score matching. By means of a representative survey, we find strong evidence of partisan selective exposure and avoidance. Furthermore, among respondents with a similar likelihood of film attendance, actual attendance has a strong association with positive retrospective evaluations of the political coalition glorified in the movie, and an indirect relationship—via retrospective evaluations—with voting intentions. Discussion of the findings shed light into potential real-world political effects of partisan selective exposure using content other than news. 相似文献
700.
Angela Cannon 《Slavic & East European Information Resources》2013,14(4):305-368
This article describes the development of the Bulgarian collection at the Library of Congress from its beginnings in the late nineteenth century to the present. It covers international exchanges, approval plans, special purchases, and federal library transfers. In addition to the chronological narrative, there are separate sections for the newspaper, rare book, and émigré collections. The article relates the growth of the Bulgarian collection to overall trends within the Library of Congress and discusses the contributions of key individuals. 相似文献