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71.
Aimee Howley Megan Eliason Rhodes Jacqueline J. Yahn 《Peabody Journal of Education》2014,89(5):619-638
The school district is the fundamental administrative unit of schooling in the United States and the superintendent the lead official. The nature and the challenges of this position, however, vary across the landscape. Because most superintendents lead rural districts, the challenges facing those districts are the ones that typically bedevil the superintendency overall (perhaps a surprising thought to many readers). From this vantage, we theorize such challenges overall, and illustrate the theory with three episodes: (1) the continuing threats of school and district consolidation; (2) the arrival of ethnic diversity in previously all-White rural places; and (3) the leasing of school lands for mining, with a focus on hydraulic fracturing (“fracking”). 相似文献
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Jacqueline Corcoran Scott Stuart Jessica Schultz 《Journal of Teaching in Social Work》2013,33(3):226-236
Interpersonal Psychotherapy (IPT) is a relatively brief psychodynamic intervention of approximately 12 sessions focusing on how current interpersonal relationships have contributed to a person’s mental health symptoms. Areas targeted for work involve significant role transitions, grief and loss, and interpersonal disputes. IPT is an evidence-based treatment for depression, bulimia nervosa, and binge eating disorders. Despite these advantages, social work students rarely receive instruction on the delivery of IPT in their graduate programs. The purpose of this project, therefore, was to begin to address this gap by implementing an IPT component in a clinical practice course and testing student knowledge pre- and post-test. An example of sample assignments involving application of IPT to student fieldwork is provided. The sample in this study involved a small number of students enrolled in a clinical course taught in the first semester of the second year of training. Students improved their knowledge score at a statistically significant level. Implications of the study are explored, with the main conclusion being that more clinical majors in MSW programs be exposed to IPT. 相似文献
74.
Lisette van Rens Jacqueline van Muijlwijk Jos Beishuizen Joop van der Schee 《International Journal of Science Education》2013,35(6):1012-1036
This study deals with the participation of 10 upper secondary chemistry students, aged 16–17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed. 相似文献
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Jacqueline Elizabeth Watson 《Cambridge Journal of Education》2013,43(2):147-162
Post-secularism and neo-liberalism have converged in education policy and theory to generate a new enthusiasm for faith schools, along with criticism of the publicly-funded common or community school. However, in a post-secular social context, where religious and spiritual pluralism exponentially increases, and belief positions are both polarised and syncretised, the democratic notion of the common or community school appears even more crucial to address community understanding. There need to be strong reasons, therefore, for abandoning the common or community school in favour of faith schools. This article presents a critique of recent key philosophical defences of the public funding of faith schools, put forward by Richard Pring and Harry Brighouse, and by the Christian educationalist, Trevor Cooling. It also gives support to Michael Fielding and Peter Moss’ arguments for radicalising and reforming the common school, to enable it to be a community for understanding in an increasingly challenging post-secular environment. 相似文献
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Rosario Diaz-Greenberg Jacqueline Thousand Maria Cardelle-Elawar Ann Nevin 《Teaching and Teacher Education》2000,16(8):663
The purpose of this paper is to help teachers better understand the struggles that people with disabilities experience in attaining their educational goals and to encourage the development of teaching and learning strategies that help to respect and facilitate the struggle itself. The authors share the generative themes that emerged using a critical pedagogy approach (dialogic interviews) to elicit the voices of adults with disabilities speaking about their public school experiences. In discussing the implications for teachers, the authors show the intersections of educational psychology's concept self-regulation and critical pedagogy's concept conscientization and special education’ s concept self-determination. Why the ‘struggle’ itself is important (from the perspectives provided by conscientization, self-regulation, and self determination) is discussed.The major question is whether or not teachers can structure the awareness process that results in learners becoming aware enough to verbalize, “I have difficulties”. What do teachers do to stimulate the metacognitive thinking processes that makes it possible for students with disabilities to think, “I can monitor myself!”? How can teachers capture the power of the conscientization experience that leads students with disabilities to experience the generative will power “to use the powers that I have to make a difference in my life's situation?” How do adults with disabilities come to these kinds of awareness and how can teachers help facilitate the awareness? 相似文献