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71.
72.
Stephanie Vega Heather Glynn Crawford J-Lynn Van Pelt 《Equity & Excellence in Education》2013,46(2):250-260
This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified. 相似文献
73.
Joshua Pretlow III Heather D. Wathington 《Community College Journal of Research & Practice》2013,37(10):794-799
Having garnered national attention, high failure rates in developmental education present a significant barrier to state and national policymakers’ goals of increasing the percentage of adults who earn a college credential. However, a majority of the research fails to consider why students place into developmental education. This piece examines a sample of recent high school graduates in Texas who placed into developmental education with the goal of gaining a more nuanced understanding of why these students required remediation. We find that rather than simply blaming the students for their failure to learn basic skills, there are concrete and actionable steps that policymakers and practitioners can take to help students avoid remediation, important actions that would increase students’ chances of earning a postsecondary credential. 相似文献
74.
Heather E. Quick Deborah J. Holtzman Kassandra R. Chaney 《Journal of Education for Students Placed at Risk》2013,18(1):45-71
As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional development, school staff's conceptions of what makes professional development effective, and detailed data on professional development experiences from 100 elementary teachers, we explore the extent to which characteristics of effective professional learning align with what is actually taking place in schools. We also examine relationships between professional development characteristics and teachers' use of instructional practices that have been shown to predict student growth in reading comprehension. We find that professional development characterized by an emphasis on content and curriculum and that incorporates coaching is related to a higher frequency of this type of instruction. 相似文献
75.
Deborah J. Taub Heather L. Servaty‐Seib Nathan Miles Ji‐Yeon Lee Carrie A. Wachter Morris Susan L. Prieto‐Welch Donald Werden 《Journal of College Counseling》2013,16(1):64-78
Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group. 相似文献
76.
Heather B. Taylor Jason L. Anthony Rachel Aghara Karen E. Smith Susan H. Landry 《Early education and development》2008,19(1):188-207
This longitudinal study evaluated the extent to which maternal responsiveness across early childhood and children's cognitive skills predicted children's 8-year decoding and reading comprehension skills for children who varied in biological risk (term, n = 83; preterm, n = 155). Patterns of maternal responsiveness during infancy (6, 12, and 24 months) and preschool (3 and 4 years) revealed 4 maternal clusters that varied in consistency and level of maternal responsiveness. Although not predictive of decoding skills, the interaction between children's 4-year cognitive ability and maternal responsiveness cluster predicted children's reading comprehension skills at 8 years of age, regardless of risk. Although consistently high levels of maternal responsive parenting across early childhood related to literacy outcomes for all children in the study, responsive parenting had a stronger relation to later reading comprehension skills for children with lower cognitive abilities, particularly when mothers demonstrated high responsiveness in children's infancy. 相似文献
77.
Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献
78.
Children with attention‐deficit/hyperactivity disorder (ADHD) evidence many problems in the classroom. Teacher in‐service training is routinely used to inform school professionals about a number of special topics; however, the efficacy of such in‐service training for ADHD has not been established. The present study examined the efficacy of brief in‐service training focused on evidence‐based assessment and treatment of ADHD. Teachers from six schools (N = 142) in the Washington, DC, metropolitan area were randomly assigned at the school level to receive in‐service training immediately or to a waitlist control group that received in‐service training 1 month later. Measures of ADHD knowledge and use of behavior modification techniques were obtained at pre‐‐ and post‐‐in‐service intervention. Results indicated that the in‐service training resulted in increased ADHD knowledge. Special education teachers also reported increased use of behavior modification techniques resulting from the in‐service training. Clinical and research implications are presented. © 2008 Wiley Periodicals, Inc. 相似文献
79.
Santeri Yrttiaho Belinda Bruwer Heather J. Zar Kirsten A Donald Susan Malcolm-Smith Lee Ginton Nadia Hoffman Eileen Vuong Dana Niehaus Jukka M. Leppänen Dan J. Stein 《Child development》2021,92(3):e236-e251
Maternal responses to infant facial expressions were examined in two socioeconomically diverse samples of South African mothers (Study I, N = 111; and Study II, N = 214; age: 17–44 years) using pupil and gaze tracking. Study I showed increased pupil response to infant distress expressions in groups recruited from private as compared to public maternity clinics, possibly reflecting underlying differences in socioeconomic status (SES) across the groups. Study II, sampling uniformly low-SES neighborhoods, found increased pupil dilation and faster orientation to expressions of infant distress, but only in the highest income group. These results are consistent with maternal physiological and attentional sensitivity to infant distress cues but challenge the universality of this sensitivity across socioeconomic diversity. 相似文献
80.