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971.
Catherine Snyder Alandeom W. Oliveira Lawrence M. Paska 《Journal of Science Teacher Education》2013,24(4):617-644
This study examines the transformation (professional growth) of career-changing women scientists who decided to become teachers. Drawing upon Mezirow’s Transformative Learning Theory, we tracked their transformation for 3 years. Our findings revealed multiple identities, disorientation, a perceived sense of meaninglessness, loss and eventual regain in confidence, gain in pedagogical knowledge and skill, and changed perceptions of the social roles of science teachers and scientists. Driven by personal choice or need (financial, intellectual), such transformations were achieved through active pursuit of meaning in one’s work, critical assessment of assumptions, planning, and trying on the unfamiliar role of a science teacher. It is argued that such transition entails complex changes in thinking about science teaching and identifying oneself as a science teacher. 相似文献
972.
Catherine Mobley Catherine E. Brawner 《Community College Journal of Research & Practice》2013,37(5):353-369
ABSTRACTCommunity colleges have long been recognized as pivotal institutions for broadening educational opportunity for a variety of marginalized populations, including first-generation students. These institutions are also an important starting point for students desiring to eventually earn a bachelor’s degree in a science, technology, engineering, or mathematics discipline. Our qualitative study explores the experiences of 15 first-generation community college transfer students majoring in engineering. We use the theory of community cultural wealth and the concepts of experiential capital and transfer student capital as lenses for analyzing and interpreting our semistructured interview data and for formulating recommendations to improve the transfer experiences and educational outcomes of this population. This sample of students enacted several types of community cultural wealth and experiential capital when navigating the engineering transfer pathway and in their engineering studies. They were less likely to enact the elements of transfer student capital, however. Instead, our results indicate that the participants attribute their successful transitions to their self-motivation and initiative associated with community cultural wealth and experiential capital, rather than institutional interventions associated with transfer student capital. We conclude with recommendations for strengthening institutional programs directed at first-generation engineering transfer students. 相似文献
973.
This article presents a study of ethnic Differential Item Functioning (DIF) for 4th-, 7th-, and 10th-grade reading items on a state criterion-referenced achievement test. The tests, administered 1997 to 2001, were composed of multiple-choice and constructed-response items. Item performance by focal groups (i.e., students from Asian/Pacific Island, Black/African American, Native American, and Latino/Hispanic origins) were compared with the performance of White students using simultaneous item bias and Rasch procedures. Flagged multiple-choice items generally favored White students, whereas flagged constructed-response items generally favored students from Asian/Pacific Islander, Black/African American, and Latino/Hispanic origins. Content analysis of flagged reading items showed that positively and negatively flagged items typically measured inference, interpretation, or analysis of text in multiple-choice and constructed-response formats. Items that were not flagged for DIF generally measured very easy reading skills (e.g., literal comprehension) and reading skills that require higher level thinking (e.g., developing interpretations across texts and analyzing graphic elements). 相似文献
974.
Karen M. La Paro Catherine Scott-Little Anurika Ejimofor Teressa Sumrall Victoria L. Kintner-Duffy Robert C. Pianta 《Journal of Early Childhood Teacher Education》2013,34(4):318-336
Recent surveys have provided some guidance and recommendations for the student teaching component in early childhood teacher preparation, but specific information on the focus of supervision and evaluation of student teachers is limited. The current study surveyed 128 early childhood programs in 2- and 4-year institutions of higher education across seven states. The study collected data in areas such as which students receive feedback, how students are supervised and evaluated, and what types of assessment tools contribute to the evaluation. Results indicate that across 2- and 4-year institutions, language and literacy are a strong focus of feedback for student teachers, as well as child development, planning, and adult–child interactions. Student teachers are typically supervised through on-site visits that range in number and length fairly dramatically across 2- and 4-year institutions. Finally, the use of specific tools for evaluation varies across programs; about a quarter of programs surveyed use a published tool to evaluate student teachers. The majority of programs use an evaluation tool that is based on local, state, or national standards. Findings are discussed in terms of early childhood teacher preparation programs and the continuing discussions of recommendations for student teaching. 相似文献
975.
This article focuses on emotional reactions to learning and assessment. It draws on a qualitative research project involving first-generation adult students on a foundation degree programme. Endorsing the notion of emotional reactions as situated in participants' lived power relations, we map out emotional patterns to Semester 1 and then explore in more detail, participants' particular emotional reactions to assessment. We found three key themes: higher education assessment as an unknown risk; assessment success ‘out of the blue’ and assessment as trauma and euphoria. A major aspect of the project was to offer socially constructed pedagogic developments in response to these themes and nurture emotion as positive energy for transformation. 相似文献
976.
Stephen Rowland Catherine Byron Frank Furedi Nicky Padfield Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141
Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK. 相似文献
977.
Catherine Bovill Gillian Aitken Jennifer Hutchison Fiona Morrison Katherine Roseweir Alison Scott 《International Journal for Academic Development》2013,18(2):143-149
This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff–student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses. Cet article présente les résultats d’un projet collaboratif d’évaluation ayant eu lieu dans le cadre d’un programme de master en formation professionnelle. Le projet visait à accroître les connaissances des méthodes et méthodologies de recherche par l’entremise d’un apprentissage authentique dans le cadre duquel les participantes ?uvraient en partenariat avec le tuteur à l’évaluation du module auquel elles prenaient part. Les processus du projet, les parties du cours ayant été évaluées et les méthodes de collecte des données sont présentées. Les résultats se concentrent sur les thèmes principaux provenant de l’évaluation de l’efficacité d’une approche collaborative d’évaluation. Ceux‐ci comprennent : l’engagement accru des étudiantes ; la créativité de l’approche collaborative d’évaluation ; l’égalité entre le tuteur et les étudiantes ; et les compétences de recherche développées. La discussion porte sur : les résultats et l’efficacité du projet de même que des réflexions du tuteur au sujet de l’adoption d’une approche collaborative. L’article met en lumière les leçons tirées de ce projet pouvant être pertinentes pour ceux qui seraient intéressés par les approches de partenariat enseignant‐étudiant et pour ceux qui ont la charge de programmes de 2e ou 3e cycle en pédagogie universitaire ou de cours de recherche en éducation. 相似文献
978.
Catherine Manathunga 《International Journal for Academic Development》2013,18(1):25-34
Academic developers are very often disciplinary migrants, performing hybrid, liminal roles at the “fault lines” between teachers and learners, between academics and managers, and between teaching and research. As a result, their identities as scholars can be described as “unhomely.” While this in‐between space is uncomfortable and ambiguous, its deconstructive power lends itself to “thinking at or beyond the limit” of current teaching and learning discourses. This article seeks to apply the post‐colonial notion of “unhomeliness” to academic development so that we can more critically understand academic‐developer identities and how the relentless march of performativity impacts on them. The article also explores some deconstructive possibilities inherent in the liminal educational development zone that may bring back the playfulness of exploring transgressive ideas about teaching and learning. Les conseillers pédagogiques sont très souvent des étrangers à la discipline, jouant des rôles hybrides ou à la limite des « lignes de faute » entre les enseignants et les apprenants, entre les universitaires et les gestionnaires, et entre l’enseignement et la recherche. Le résultat est que leurs identités en tant que chercheurs peuvent être décrites comme « non accueillantes ». Tandis que cet espace intermédiaire est inconfortable et ambigu, son pouvoir déconstructif se prête à une pensée « à/au‐delà de la limite » des discours actuels sur l’enseignement et l’apprentissage. Cet article cherche à appliquer la notion postcoloniale du « non accueillant » au développement pédagogique de façon à ce que nous puissions comprendre de manière davantage critique les identités du conseiller pédagogique ainsi que l’impact, sur ceux‐ci, de la marche implacable vers la performativité. Cet article explore aussi les possibilités déconstructives inhérentes à la zone liminale de développement pédagogique, lesquelles sont en mesure de ramener l’espièglerie sous‐jacente à l’exploration d’idées transgressives au sujet de l’enseignement et de l’apprentissage. 相似文献
979.
980.
Technology Integration for Students with Disabilities: Empirically Based Recommendations for Faculty
Catherine S. Fichten Jennison V. Asuncion Maria Barile Christian Généreux Myrtis Fossey Darlene Judd 《Educational Research and Evaluation》2013,19(2-3):185-221
In 3 empirical studies we examined the computer technology needs and concerns of close to 800 college and university students with various disabilities. Findings indicate that the overwhelming majority of these students used computers, but that almost half needed some type of adaptation to use computers effectively. Data provided by the students and by a small sample of professors underscore the importance of universal design in a variety of areas: courseware development, electronic teaching and learning materials, and campus information technology infrastructure. Sex and age of students were only minimally related to attitudes toward computers or their use in our samples. Key findings summarize the problems faced by students with different disabilities as well as the computer related adaptations that are seen as helpful. These are used to formulate concrete, practical recommendations for faculty to help them ensure full access to their courses. 相似文献