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121.
Jennifer Charteris Dianne Smardon Ruth Foulkes Sue Bewley 《International journal of qualitative studies in education》2017,30(6):546-559
Aligned with the development of human capital, in-service teacher education is globally conceived as a key lever in economic development. However, teacher education is also a critically important process to leverage teacher political awareness and social justice. This article provides a socio-materialist account of continuous professional development (CPD) that recognises the transversality of objects, space and bodies as a rich and complex assemblage. Investigations into agential matter are of increasing research interest. The authors use collective biography that draws on their CPD work with teachers in Aotearoa/New Zealand, to provide a ‘new material’ analysis of the multiplicitous nature of the agency of objects. Although agency in education is predominantly theorised in humanist terms, this article gives consideration to the co-constitutive nature of material objects in professional learning spaces. In particular, the research highlights the importance of material concerns in the relational and fluid dynamics of heterarchical coaching practices. 相似文献
122.
Megan S. Gietzen Sarah E. Gollust Jennifer A. Linde Dianne Neumark-Sztainer 《Research quarterly for exercise and sport》2017,88(1):72-82
Purpose: Previous research has demonstrated that television has the potential to influence youth behaviors, but little evidence exists on how television depicts physical activity (PA), an important public health priority for youth. This mixed-methods study investigated depictions of television characters' participation in PA in the top 25 favorite shows ranked by a diverse sample of 2,793 adolescents. Method: Randomly selected episodes from each show were content-analyzed for PA incidents, reasons, and context and in relation to the gender and weight status of participating characters. Results: A total of 374 incidents of PA were coded across 75 episodes, with an average of 5.0 incidents per episode. Although male and female characters were equally likely to engage in at least 1 incident of PA, male characters were involved in a statistically significantly larger proportion of PA incidents than were female characters, and they were more likely to engage in PA for competitive sport. There was no statistically significant difference in engagement in PA or the proportion of PA incidents for characters coded as overweight compared with nonoverweight characters. Conclusions: Although female characters tended to be underrepresented in PA, this study reveals positive messages for how gender and weight are portrayed in relation to PA on TV. 相似文献
123.
Amy B. Dellinger Jacquline J. Bobbett Dianne F. Olivier Chad D. Ellett 《Teaching and Teacher Education》2008
This paper distinguishes between teacher efficacy and teacher self-efficacy beliefs and describes a need for theory and research-based measures of teachers’ self-efficacy beliefs that are grounded in the context of the classroom. To meet this need, a new measure of teacher self-efficacy beliefs, the Teachers’ Efficacy Beliefs System-Self (TEBS-Self), is described by the authors. Principal components analysis results are presented from three independent studies performed in the United States (n=2373 K-6 teachers) using the TEBS-Self. 相似文献
124.
AbstractAs the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement. 相似文献
125.
Roderick W. Barron Jonathan O. Golden Dianne M. Seldon Carol F. Tait Harvey H. C. Marmurek Leonard P. Haines 《Reading and writing》1992,4(2):179-204
The phonological awareness skills of nonreaders were trained using an oddity task (e.g., which word in the series sit, fit, cat has the odd sound in its middle position). As training progressed, the basis of the oddity decision was shifted from rhyming, to consonant onsets, to consonant and vowel phonemes. The words were spoken by a DECtalk speech synthesizer. One of the experimental groups was given printed as well as computer generated speech feedback while the other was given just computer speech feedback. The alternative training control group based their oddity decisions on meaning rather than sound and was also given just computer speech feedback. Only children with low letter-sound knowledge showed pre-test to post-test gains in performance on a rhyming task compared to the control group, and these gains were not influenced by print feedback. In contrast, only children with high letter-sound knowledge, who were given print feedback during learning, showed pre-test to post-test gains in performance on a phoneme deletion task compared to the control group. These results indicate that a combination of high letter-sound knowledge and print feedback facilitates awareness of phonemes among children who cannot yet read or spell, but awareness of rimes is not facilitated by either high letter-sound knowledge or print feedback. Although consistent with bi-directional, causal models of phonological awareness and literacy, these results indicate that the definition of literacy employed by such models may require expansion. This new definition should include proto-literacy — knowledge of letter-sound and other print-sound relationships that are learned before becoming literate and that may influence the acquisition of awareness of some sub-syllabic units of speech.Abbreviations WPPSI Wechsler preschool and primary scale of intelligence - WRAT-R Wide range achievement test, revised 相似文献
126.
127.
Dianne Mulcahy 《Studies in Continuing Education》2013,35(3):203-217
In this paper I develop a response to a continuing problem in work–learning research, the connections between education, learning and work. These connections are commonly conceived in terms of the concept of transfer, integration or boundary crossing. Thinking these connections in this way, I claim, serves to consolidate a unitary, stable and fixed idea of the relationship between learning in educational institutions and work and inadvertently reduce its complexity. Drawing on empirical data collected over the course of qualitatively exploring the links between a problem-based program of teacher education (‘learning’) and the practice of participants in this program upon initial employment in schools (‘work’), and deploying actor network theory, I trace new sorts of associations between work and learning and propose a relational conception of their connection. Challenging the common counter-positioning of work and learning, empirical analysis reveals their mutual constitution and partial connection in practices, here, of a predominantly pedagogic and spatial/material kind. Practices that occupy interstitial spaces have a particular resonance with regard to challenging this counter-positioning and unsettling the hierarchies of value which often arise from it. 相似文献
128.
129.
Steven M. Ross Ann Troutman Dianne Horgan Sheryl Maxwell Richard Laitinen Deborah Lowther 《School Effectiveness & School Improvement》2013,24(1):95-124
In the UK there has been strong governmental pressure on schools to adopt a technicist‐rational approach to management. This paper reports an investigation of the relationship between the efficiency of resource management and school effectiveness using data from 117 secondary school inspection reports undertaken by the Office for Standards in Education (OFSTED). School effectiveness is assessed in terms of qualitative and quantitative measures of the quality of learning and teaching reported by inspectors. Quantitative indicators of the extent to which schools are assessed as ‘efficient’ in managing resources were derived. Statistical analysis suggests a positive association between school effectiveness and rational management practice. 相似文献
130.
Srikala Naraian Dianne L. Ferguson Natalie Thomas 《International Journal of Inclusive Education》2013,17(7):721-740
Few models of professional development (PD) are designed to bring about the fundamental shifts in thinking about student behaviour that can support the inclusion of students labelled as having emotional/behavioural disabilities within general education classrooms. In this paper, we seek to accomplish two goals: (1) we briefly delineate the features of a model of PD to build the capacity of teachers to create hospitable classrooms for students with labels of emotional disabilities, and (2) we use the context of this PD model to describe the transformative process that occurred within the specialists who implemented it within an urban school district. In narrating their process of change, we illuminate the conditions for learning supported by this model and its potential for promoting inclusive practices within urban schools. 相似文献