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Lorraine G. Johnson Robert A. Schwartz Beverly L. Bower 《Community College Journal of Research & Practice》2013,37(4):289-300
Stress management for adult women students in community colleges is essential because of the enormous demands they face from family, career, and financial responsibilities. Community colleges and adult educators must help adult women students identify their major sources of stress as well as provide strategies to alleviate those stressors. An extensive review of the literature and a campus-based study found high levels of stress resulting from parenting, nancial, and health concerns. Age was also found to be an important stress factor. Recommendations for helping adult women students are discussed. 相似文献
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Beverly Cole-Henderson 《Journal of Education for Students Placed at Risk》2013,18(1-2):77-91
A prerequisite for correcting ineffective education is the examination of research on the learning environments of successful schools and the conditions and processes that enable quality outcomes. The research described in this article supports the Talent Development philosophy, which rejects deficit-based "talent sorting" models of schooling and promotes widespread academic success in appropriately supportive environments. The study delineates the common organizational characteristics of schools in low-income areas that defy the odds by producing high numbers of high-achieving African American students. Specifically, it explores how urban elementary schools that successfully serve primarily low-income African American students are configured to support students' academic and personal growth. Participating schools were selected based on test scores evidencing their students' sustained mathematics and reading achievement. The data for the analysis was obtained from questionnaires mailed to the schools' principals. Patterns in the data and discernable trends across schools are described. 相似文献
85.
Diane M. Horm Beverly O'Keefe Charlotte Diffendale Amy Cohen Ruth Schennum Larry Pucciarelli 《Journal of Early Childhood Teacher Education》2013,34(4):269-278
Abstract This narrative chronicles the continued evolution and development of the Rhode Island Early Childhood Summer Institute, an intensive 5‐day inservice professional development program designed for educational leaders from various sectors of the early care and education field. The goal is to review the continued use of successful practices implemented in the 1993 through 1997 programs and to highlight new programmatic features that were introduced in the most recent 2000 and 2001 programs. The Rhode Island Early Childhood Summer Institute program may serve as a model to others responsible for designing inservice professional development experiences to enhance the capacity of the early childhood workforce. 相似文献
86.
Beverly D. Ulrich 《Research quarterly for exercise and sport》2013,84(1):57-67
Abstract This study examined the interrelationships among perceived physical competence, motor competence, and participation in organized sport in young children. Males and females in Grades K through 4 (n = 250) were given The Perceived Competence Scale for Children (Harter, 1979) or The Pictoral Scale for Perceived Competence and Social Acceptance for Young Children (Harter, Pike, Efron, Chao, & Bierer, 1983), a 9-item motor competence assessment battery, and a questionnaire regarding their participation in sport. Results revealed that perceived physical competence for children in these grade levels was not significantly related to their participation in organized sport programs. Motor competence was significantly related to participation in that participants in organized sport programs performed selected gross motor tasks better than did nonparticipants. Further, children's reported perceptions of physical competence were significantly related to their demonstrated motor competence. Discussion focused on the theoretical and practical implications of the results. 相似文献
87.
Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment. 相似文献
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Margarita Huerta Rafael Lara-Alecio Fuhui Tong Beverly J. Irby 《International Journal of Science Education》2013,35(11):1849-1870
We present the development and validation of a science notebook rubric intended to measure the academic language and conceptual understanding of non-mainstream students, specifically fifth-grade male and female economically disadvantaged Hispanic English language learner (ELL) and African-American or Hispanic native English-speaking students. The science notebook rubric is based on two main constructs: academic language and conceptual understanding. The constructs are grounded in second-language acquisition theory and theories of writing and conceptual understanding. We established content validity and calculated reliability measures using G theory and percent agreement (for comparison) with a sample of approximately 144 unique science notebook entries and 432 data points. Results reveal sufficient reliability estimates, indicating that the instrument is promising for use in future research studies including science notebooks in classrooms with populations of economically disadvantaged Hispanic ELL and African-American or Hispanic native English-speaking students. 相似文献
89.
This article reports on the crucial role of education in the Social Health Outreach Program (SHOP), a social network intervention designed to treat clinically depressed older women. The role of education in current psychological and medical therapies for depression is discussed, as is the educator's view that education is interventionist by nature and indispensable in transformative programs that aim to strengthen personal, economic, and social resources. The evolution of the role of education in SHOP'S social therapy is outlined, and its modalities—information‐sharing, skills training, and intellectual stimulation—are described. We show how, as a result of participant demand, the educational content of SHOP has gradually expanded during the program's four‐year history. We point out that, in SHOP, education functions as a tool for perspective transformation, during which participants are sensitized to “blame‐the‐victim” biases inherent in psychological and medical approaches to treating depression. Participants learn they are not the problem; rather, they suffer from a role‐determined, social identity deficit. SHOP'S current format is described, and the program is recommended to adult educators for use in a variety of settings. We conclude that, though not therapeutic in and of itself, education acts as an “enabling tool,” playing a crucial role in implementing SHOP'S social‐change therapy. 相似文献
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