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391.
This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes. 相似文献
392.
Jacqueline Fernandez 《Journal of Latinos & Education》2018,17(4):344-357
If classrooms are being filled with undocumented Latino students, it is essential that teachers are trained on how to better serve this population, placing a particular focus on those students who have a passion for STEM disciplines, because the U.S. deserves a group of multilingual and multicultural student workers who will help America compete with innovators throughout the world. This mixed-methods convergent parallel study examined the primary variables that undocumented Latino students attending a DC public charter school face when choosing STEM studies or degrees. Data were obtained in order to further understand student attitudes towards STEM, positive and negative perceptions about life, support from teachers, and views of the future. Through this study, educators will be able to better assist undocumented Latino students in their pursuit of a STEM discipline. 相似文献
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396.
Rebecca Smith Nicole Ralston Zulema Naegele Jacqueline Waggoner 《The Educational forum》2019,83(1):44-59
This study explored how one district–community partnership, comprised of seven nonprofit community partners that serve five elementary schools in a single urban school district, improved community literacy. This collective case study used semi-structured interviews to investigate the perspectives of 17 partners and analyzed student assessment data. Results revealed greatest benefits for first grade students and a need for consistent district leadership. This research is viewed through Hanleybrown, Kania, and Kramer’s (2012) collective impact framework. 相似文献
397.
Uses and effects of learner control of context and instructional support in computer-based instruction 总被引:1,自引:0,他引:1
Steven M. Ross Gary R. Morrison Jacqueline K. O'Dell 《Educational technology research and development : ETR & D》1989,37(4):29-39
The present study examines uses and effects of learner-control of the context or theme of practice examples on a statistics
lesson in combination with learner control of the number of examples examined. Subjects were 227 undergraduate students assigned
to 15 treatments formed by crossing five context conditions (learner control, education, business, sports, no-context) with
three instructional support conditions (learner-control, maximum, minimum). No differences in achievement were attained as
a function of either treatment variable. Findings showed, however, that learners who received preferred contexts (i.e., learner-control-context
subjects) selected a greater number of examples than those who received prescribed contexts. In addition, achievement was
positively related to the frequency with which subjects varied the number of examples selected across lessons. Despite the
absence of achievement benefits, the learner-control-context strategy elicited highly favorable student reactions as a learning
orientation. 相似文献
398.
Using critical race theory as an analytical framework to examine White privilege and institutional racism, two teacher educators, in a rural predominantly White university tell counterstories about teaching for social justice in literacy and mathematics education courses. In sharing our counterstories in this paper, we, women faculty of color, challenge Whiteness and institutional racism with the hopes of: (1) promoting social justice teaching in order to globally prepare (pre-and-in-service) teachers and educational leaders to motivate and empower ALL students to learn; (2) dismantling racism to promote better wellbeing for women faculty of color; and (3) moving educational communities at large closer toward equitable education, which is a fundamental civil right. After analyzing the counterstories, we suggest that university leaders establish policies and practices to support (recruit, retain, and promote) faculty/leaders of color, not just mainstream academics. Working toward equity and justice, we strive to form alliances between Whites and Others. 相似文献
399.
Jacqueline Osborne 《Early Childhood Education Journal》1992,20(1):20-23
Communicating the goals and values of a preschool program to parents is one of the most important jobs of teachers and administrators. Doing this job well can enhance the program of the school and also its reputation in the community.Jacqueline Osborne is the Coordinator and Supervising Teacher for the three-and four-year-old classes in the Child Development Center of Kilby Elementary School, Florence, AL. 相似文献
400.
An intrinsic link exists between instructional design (ID) and distance learning (DL). Their inextricability in the real world raises specific problems of interest in the field of ID. In no other teaching/learning situation is ID so essential as in DL. The conditions of DL make it a necessity to have long-term instructional planning, cost analysis, curriculum and course development, instructional materials development and maintenance, delivery plans, and detailed evaluation rules. Without all of these components, DL simply could not happen. It took some time for this neccessity to be acknowledged, as can be seen in the history of DL. However, ID becomes even more critical as increasingly costly and complex means are used. Conditions of learning have special features in DL, such as the role of media, since the professor, teacher or instructor is replaced by media for either transmitting information or for organizing learning activities. In this paper, the term distance learning will be used to mean media-based, remote or asynchronous learning supported by an instructional system. This paper introduces general features of DL and examines essential aspects of ID for DL, with special emphasis on ID methodologies and on media selection. 相似文献