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91.
Linda Lengacher Kathleen Wiles 《Community College Journal of Research & Practice》2013,37(11):1057-1060
Enhancing motivation in adult learners is often a difficult task in today’s college classroom. Significant reforms in America’s educational system have directed the initiative to adopt Common Core Standards in Language Arts by all 50 states. With the focus on increased rigor and depth of understanding in learning, the hope is to prepare students throughout the K–12 sequence for college and careers. This new instructional model requires moving students from passive recipients to active learners. Although the arrival of an expanding population is encouraging for college communities, the issue of underprepared college students must be addressed. Instructional methods designed to cultivate active learning and critical thinking through more contextualized, hands-on teaching activities produced initial evidence of improved reading achievement. 相似文献
92.
Daniel J. Flannery Kathleen Quinn-Leering 《Community College Journal of Research & Practice》2013,37(10):839-855
Educational institutions are becoming increasingly concerned about school violence. This review of the literature on violent behavior focuses on two general issues that can be used to guide community college administrators and faculty in their attempt to counteract the damaging effects violent behavior has on the well-being of their students. First, it is important to be aware that the majority of students have at least some experience with violence. There is considerable evidence that students' exposure to violence is associated with bothantisocial behavior and psychological trauma (e.g., depression, anxiety, anger, post-traumatic stress disorder). Community colleges can help students who may be experiencing the negative effects of violence by, for example, establishing student support groups and taking accusations of harassment seriously. The second issue addressed provides some of the steps that community colleges can take to ensure the safety of their students. Violent threats should be addressed and employees need to become knowledgeable about the warning signs of violent behavior. In addition, it is recommended that community colleges develop a security plan based on the unique needs of their campuses as well as establish a Crisis Intervention Plan. The article concludes by stressing the importance of evaluating the violence prevention programs that are implemented. 相似文献
93.
Paul D. Umbach Jeremy B. Tuchmayer Ashley B. Clayton Kathleen N. Smith 《Community College Journal of Research & Practice》2013,37(9):599-617
ABSTRACTThis paper investigates community college transfer success by exploring the relationship between individual and institutional-level characteristics at students’ two- and four-year institutions. Using statewide administrative data from North Carolina, this study employs a cross-classified multilevel model to investigate the impact that a student’s community college and four-year transfer institution have on post-transfer success. Our findings offer important and compelling insights into the relationship between transfer students, the community college they attended, the four-year transfer institution, and educational outcomes. While individual effects were small, we find several institutional factors associated with student success. Attendance at a large community college or having a public university in the same county as their community college is positively associated with student success, whereas size of the university is negatively related to grades during the first year and persistence to the second year. While the four-year institution’s selectivity is negatively related to many of our outcomes, transferring to a Historically Black College or University is positively associated with GPA, college persistence, and degree completion. 相似文献
94.
95.
Kathleen Moritz Rudasill Amy B. Gonshak Patrick Pössel Andrew Nichols Natalie Stipanovic 《Journal of Education for Students Placed at Risk》2013,18(3-4):193-211
Students in residential treatment center (RTC) schools are likely to have histories of extreme or ongoing relational trauma (e.g., abuse and neglect by primary caregivers), have substantial interpersonal and relationship problems, and exhibit many high-risk behaviors. Accordingly, these students may have particular difficulty forming positive relationships with teachers, yet student–teacher relationship quality in RTC schools has not been empirically studied. This study examines links between RTC school students' assessments of their relationships with teachers and their perceptions of self and others. Participants were 113 students in 2 RTC schools from 5th to 12th grade. Results indicate that male and female RTC students' positive perceptions (of self and others) are linked to positive assessments of their relationships with teachers. However, for girls in RTC schools, negative perceptions of self are linked to less positive assessments of the teacher–student relationship. Implications are discussed. 相似文献
96.
Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献
97.
The purpose of this study was to explore the extent to which distance learning (distance learning vs. traditional) may influence undergraduate education majors’ emerging constructivist perspective. Elementary education majors at 2 universities (N = 102) volunteered to complete questionnaires. The 3 independent variables were traditional vs. distance learning, whether or not ever enrolled in distance learning, and instructor difference. The 3 dependent variables were concerned with what the instructor provided; what the instructor demonstrated; and what students believed they learned. A Multiple Analysis of Variance (Manova) compared the 3 independent variables across the 3 dependent variables and indicated that students in traditional classrooms rated what the instructor provided, what the instructor demonstrated, and what students believed they learned significantly greater than students in distance learning classrooms. An interpretation suggests that distance learning technology may hold potential for facilitating undergraduate education majors’ emerging constructivist perspective. 相似文献
98.
Thomas W. Farmer Jill V. Hamm Kathleen L. Lane David Lee Kevin S. Sutherland Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139
Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model. 相似文献
99.
Finnborg S. Steinþórsdóttir Þorgerður Einarsdóttir Gyða M. Pétursdóttir Susan Himmelweit 《高等教育研究与发展》2020,39(2):362-375
ABSTRACTResearch grant funding influences the organisation of academic work and academic careers. We problematise general approaches to gender bias in research grant funding and argue that it fails to include the wider structures of inequality and the unequal gendered power relations in academia. Approaching the subject with gender budgeting we challenge assumed gender-neutral practices. The objective is to illuminate how the gendered funding system and (the previous and subsequent) gendered structures of academia are maintained. The whole grants scheme is assessed, drawing on statistical data collected on the whole population of a medium-size, comprehensive research and educational institution in Iceland, and two types of competitive grants. The data is measured against the pool of applicants and comparisons within and between fields and ranks are made. By including the structures of inequality and the gendered power relations, the results show how the funding system is biased not only in favour of men, but towards the male-dominated and culturally masculine positions and fields. This approach illustrates the need to address the whole academic system in order to challenge the norms that maintain and reproduce gender inequalities. 相似文献
100.
Gena Nelson Kathleen Hughes Pfannenstiel Rebecca Zumeta Edmonds 《Learning disabilities research & practice》2020,35(1):14-24
Within a multitiered system of support (MTSS), students who struggle to learn mathematics often receive core instruction and supplemental intervention in different settings, with different teachers and different sets of curriculum materials, all of which can result in poor alignment. This curriculum crosswalk describes how three sets of materials commonly used to provide core instruction and intervention differ with regard to mathematics practices and vocabulary. The results indicate that there is little overlap among all three programs for the majority (n = 6) of the mathematics practices, and very little overlap in mathematics vocabulary (ranging from 6.3 to 24 percent). We also provide a set of research-based instructional recommendations intended to help teachers address gaps and improve alignment of core instruction and intervention. 相似文献