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21.
Bonnie Klimes-Dougan Jose A. Lopez Perry Nelson Howard S. Adelman 《The Urban Review》1992,24(3):185-202
An interview and an intervention study are reported. Interview findings extend research on the positive relationship of parent involvement to school success. That is, although most of the low income families reported low-moderate participation, a postive relationship was found between parent involvement and school adjustment as early as kindergarten. With respect to negative valuing and barrier interpretations of low participation, the data support the latter; all but a few parents reported positive attitudes toward school involvement, while the majority indicated significant barriers. In comparing Latino and non-Latino groups, the former reported more barriers. Within the Latino group, parents whose children had made a good school adjustment indicated the most participation. Non-English proficient parents reported more barriers than those proficient in English but comparable degrees of involvement. In the intervention study, a simple strategy resulted in more treatment than control parents attending a school event. Differences in attendance were related to ethnicity and language.This work was carried out in conjunction with a dropout prevention demonstration project conducted as a collaborative effort of the School Mental Health unit (Janelle Munn, Director) and Dropout Prevention unit (Pete Martinez, Director) of the Los Angeles Unified School District and the School Mental Health Project at UCLA (Howard Adelman and Linda Taylor, Co-directors). Partial support for the project came from the U.S. Department of Education. The authors, of course, assume full responsibility for the contents, but we want to take this opportunity to acknowledge the contributions of participating schools and project staff (especially Mary Beth DiCecco and Alison McAlpine). And although she declined author credit, this work could not have been accomplished with the many contributions of Linda Taylor, the project director. We would also like to thank Regina DeWitter, Teresa Gonzales, Kathy Eides and the many other UCLA students who assisted in various phases of the research. 相似文献
22.
Soonhye Park Soo-Young Lee J. Steve Oliver Bonnie Cramond 《Journal of Science Teacher Education》2006,17(1):37-64
This study investigated changes in Korean science teachers' perceptions of creativity and science teaching after participating in an overseas professional development program. Participants were 35 secondary science teachers. Data were collected from open-ended questionnaires and interviews. Results indicated that participants showed a growing awareness that creativity can be expressed by every student; creativity can be enhanced; science has a much wider range of activities that foster creativity; and creativity-centered science teaching can be implemented in Korea. The major elements of the professional program that promoted these perceptual changes included hands-on creativity activities, observation of creativity-centered classrooms, and discussion with other teachers. Follow-up study revealed that their perceptual changes have been reflected in their teaching practices. 相似文献
23.
Patrick J. Harrison Farhad Saba Bonnie J. Seeman Gina Molise Robert Behm Michael D. Williams 《Educational technology research and development : ETR & D》1991,39(4):65-77
The study described in this article takes the view that distance education programs are dynamic systems with multiple constituencies.
Literature on distance education programs as complex systems and on the critical constituency approach to program evaluation
was used to guide the development of a questionnaire designed to assess the components of a distance education program. Instrument
development was conducted in four phases using both quantitative and qualitative methods. The data from this study suggest
that there are four major components of effectiveness in distance education programs: instruction, management, telecommuting,
and support. Within each of these components there are from two to five subcomponents, 14 components in all, which can be
used to assess distance education programs. The assessment scale which was developed measures these four components and their
subcomponents. 相似文献
24.
ABSTRACTIn this article, we will explore the current landscape of teacher education programs in general, and specifically, physical education teacher education (PETE) from the national level down to the local level. Furthermore, we will explore the impact that the elimination of undergraduate PETE programs can have on PETE doctoral programs, including the teaching, research, and engagement of their faculty. We present ideas for preparing doctoral students for their future higher education roles that may or may not include the preparation of future physical educators. 相似文献
25.
Simpson W.L. Wong Him Cheung Mo Zheng Xiujie Yang Catherine McBride Connie Suk-Han Ho Judy Sze-Man Leung Bonnie Wing-Yin Chow Mary Miu Yee Waye 《Child development》2020,91(6):1886-1897
Vocabulary knowledge was tested in a native (Cantonese-Chinese) and foreign (English) language in 150 twins and 150 singletons aged 6–11 years, matched on age, gender, grade level, nonverbal intelligence, parents’ education, family income, and number of siblings and household members. The singletons clearly outperformed the twins on the native vocabulary, but this “twinning effect” was much less noticeable for the foreign vocabulary. The effect on English vocabulary was further reduced after exposure to English at home was controlled. Given that these participants learned most of their English in school rather than home, the present findings support the notion that the twinning effect is associated with increased competition for family interaction in twins compared with singletons. 相似文献
26.
Bonnie Amelia Dean Kathryn Harden-Thew Lisa Thomas 《International Journal for Academic Development》2017,22(1):31-42
AbstractWith the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course. 相似文献
27.
In the Work-Integrated Learning (WIL) curriculum, reflection on workplace activities is widely used to support student learning. Recent critiques have demonstrated the limitations of current approaches to support students' reflective learning of workplace practices. By employing a practice-based approach, we seek to refocus WIL reflection on workplace practices, emphasising the ‘embedded (social), engaged (practice) and embodied (material) aspects' of students' reflective practices in the workplace. We argue that reflection-in-the-midst-of-action includes an often-overlooked phenomenological contribution that shifts attention from cognition to action. This study uses a case study of one typical WIL student to illustrate the importance of reflection-in-the-midst-of-action and the limitations of pedagogical structure using an e-log and reflective journal to capture reflection-in-the-midst-of-action. We argue that the move to consider reflection as a practice, and the move to refocus reflection to reflection-in-the-midst-of-action, supports a learning approach that is more congruent with workplace action and context. 相似文献
28.
Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
29.
30.
To implement restorative care in assisted living facilities, staff need to understand the philosophy and learn methods to help residents maintain optimal function. In this study, the researchers developed a multimedia training program designed to teach staff how to encourage residents to increase their participation in dressing themselves. Researchers conducted a pilot test to measure the short-term effects of the training on 40 staff from two states. Program effects were measured by completing a survey developed by the researchers. Pretest scores were significantly related to gender (women as a group had higher scores than men). Results indicated significant gains in knowledge at posttest. In addition, 93% of participants described positive changes related to restorative care that they planned to make at their facility as a result of the training. 相似文献