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151.
As universities prepare educational leaders for twenty-first century schools, the quality and authenticity of the internship experience require both the strengths of university faculty and the expertise of practitioners to create authentic experiences that seek to bridge the theory-to-practice divide. One mechanism to achieve this is through quality mentorship by school- and central-office-based personnel during the internship experience. A central aspect of this professional relationship is the ability for the mentor to provide access to quality activities that will prepare the aspiring leader for his/her first administrative position. This exploratory study examined language utilized by interns in their time logs as well as information gleaned from preliminary surveys of both interns and mentors upon completion of their experience. Findings revealed the complexity of language analysis and revealed a need for understanding activities of interns and interactions with mentors in a contextual fashion. 相似文献
152.
Many secondary schools are now establishing Nurture Groups, an intervention primarily designed for infant school-aged children. However, there is little research indicating that this intervention can be applied effectively to secondary settings. The main aim of this research was to explore how Nurture Groups are implemented into the secondary sector and whether they can be a beneficial intervention for children with social, emotional and behavioural difficulties. The implementation of three secondary school Nurture Groups was examined through the views of 17 secondary school staff and eight parents using focus groups, and six children who had attended the Nurture Groups through individual interviews. Findings indicated that secondary school Nurture Groups can be a valued resource and have benefits for young people. However, they often have a different emphasis from those originally devised by Boxall, because of the developmental differences between sectors. Recommendations for secondary school Nurture Group practitioners are provided. 相似文献
153.
Jennifer Wegmann 《Sex education》2013,13(5):494-508
As discourse in sexual education classes across the USA in 1996 began to change, media outlets became important sources of education for teenage girls. Unaffected directly by government policy, one of the most popular teenage girls' magazines, Seventeen, provided a plethora of information on sex. Several scholars have examined teenage magazines' sexual discourse, yet few have assessed the accuracy of sexual health information during a time period when the US Federal Government instituted an abstinence-only curriculum policy for public schools. In addition, there is a gap in the literature regarding magazines' attitudes about teenage abstinence, or lack thereof, especially in a time when politics had taken a very conservative stance on the issue. This paper examines Seventeen magazine between 1996 and 1998 to explore the magazine's attitude towards teen sex and abstinence and to analyse the accuracy of sexual health messages surrounding topics such as abortion, contraception and STDs. 相似文献
154.
155.
Jennifer L. Hartman Beth Bjerregaard Vivian B. Lord 《Journal of Criminal Justice Education》2013,24(2):173-193
Higher educational institutions place a priority on the retention and timely graduation of students. Previous literature has identified transfer students to have unique concerns and that these concerns vary by major. While previous retention research has reported factors that influence students’ decision to remain in college, many of these studies treated transfer status as a homogenous group. The university in this study enrolls a high percentage of transfer students, and a large percentage of these transfers students enroll in Criminal Justice classes and become Criminal Justice majors. To determine if there are unique risk factors among Criminal Justice transfer students, this study uses multiple measures of transfer status to identify factors that might impact a students’ (1) university involvement, (2) GPA, (3) satisfaction with and sense of belonging to their university and (4) thereby influence their decision to remain in school. The proposition that transfer students as compared to native (nontransfer) students differ on how they face university challenges was also examined. While several variables were found to be important to students’ adjustment to the University, transfer status does not appear to be significant risk factor. Implications of the results are discussed. 相似文献
156.
Vivian B. Lord Beth Bjerregaard Jennifer L. Hartman 《Journal of Criminal Justice Education》2013,24(2):153-174
Over the past several decades, there has been a wealth of research identifying factors and conditions of persistence toward graduation for first-year students and more recently transfer students. While previous research recognizes these critical periods, some recent literature suggests that students may face a similar transitional period later in their academic careers as they advance into their major areas of study. To date, there has been a dearth of information exploring upper-level students' success and commitment to graduation. Exploring this later transition might provide a critical link to understanding the graduation gap between those students who persist to graduation and those who drop out. The purpose of this research was to review the intervention programs proscribed by the literature, design an intervention program, and examine the impact of the program on criminal justice students during this advanced transitional phase of their college careers. It examined the direct and indirect effects of the intervention program on both retention and the antecedents of successful retention while controlling for other relevant influences identified in the literature. The results indicated that the intervention had small, but significant positive direct and indirect effects on academic integration, commitment to the university, and graduating in a timely fashion. Policy implications are discussed. 相似文献
157.
158.
Maryl Gearhart Sam Nagashima Jennifer Pfotenhauer Shaunna Clark Cheryl Schwab Terry Vendlinski 《Educational Assessment》2013,18(3-4):237-263
This article reports findings on growth in 3 science teachers' expertise with interpretation of student work over 1 year of participation in a program. The program was designed to strengthen classroom assessment. Using a framework for classroom assessment expertise, we analyze patterns of teacher learning, and the roles of the professional program and the quality of the assessments provided with teachers' instructional materials. 相似文献
159.
Jennifer Esposito 《Equity & Excellence in Education》2013,46(3):273-288
This article is an autoethnographic account of how I negotiated intersectional identities as a Latina, mother, and professor, mentoring students of color. Specifically, I examine the ways mothering shaped my relationships with the students I mentored. I engaged in “othermothering” and utilized “pedagogies of the home” by creating reciprocal relationships of caring and nurturing. Utilizing critical race theory (CRT) and testimonio, I argue that my identity as a mother of color successfully negotiating the tenure track impacted the ways in which I mentor(ed) students of color. 相似文献
160.