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11.
Research on mentorships for gifted adolescents primarily has focused on the role mentors play in students’ academic success. Mentors’ contribution to gifted adolescents’ affective, social, and vocational development rarely has been addressed. This article identifies special needs and characteristics of gifted adolescents in these latter areas, and suggests how mentors can play a significant role in each, including the particular value of mentoring relationships for gifted adolescent females. Finally, educational implications are explored, as well as the need for empirical studies which examine the benefits derived by gifted and nongifted mentees from mentoring relationships. 相似文献
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Brittany L. Hott Sarah Heiniger Jasmine Justus Kathleen M. Randolph Amal Al Shabibi Brooki Beasley Kerry Frank Wendy Mitchell Courtney Tennell Fanee Wester 《Learning disabilities research & practice》2023,38(3):224-238
Single-case research designs are useful for learning disability researchers interested in refining novel interventions (e.g., new mathematics intervention) before scaling, small n populations (e.g., students with comorbid learning and emotional and behavioral disabilities), and testing unique conditions (e.g., remote locales). Much attention has been devoted to developing research quality standards, which is essential for replication and implementation fidelity; however, little is known about the reporting quality of single-case design studies. To gain insight into the quality of learning disability single-case research design study reporting, we analyzed 72 articles published between 2010 and 2021 in six learning disability-focused journals using the Single-Case Reporting Guideline In BEhavioral interventions (SCRIBE) standards. Findings suggest that reporting quality has remained stagnant, and none of the studies reviewed met all of the reporting standards. Alignment with standards ranged from 33% to 77%. Implications for researchers and practitioners are discussed. 相似文献
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The paper argues that values education has moved from being associated most heavily with the religious agenda of faith schools to being central to updated research insights into effective pedagogy. As such, it represents a vital approach to education in any school setting. The paper draws on an array of values education research and practice in making the case but centres especially on findings from a number of recent publicly funded projects in Australia with which the authors have been associated. Of special importance is evidence from the Values Education Good Practice Schools Project and the Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience that provide both anecdotal and empirical evidence that high quality values education contributes to holistic educational development, including academic advancement, of students across all school sectors. 相似文献
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Title IX and Retaliation: The Impact of Jackson v. Birmingham Board of Education on Higher Education
Kerry Brian Melear 《Journal of Personnel Evaluation in Education》2007,19(3-4):91-103
In 2005, the United States Supreme Court rendered a closely divided opinion that extends the protections against discrimination
provided by Title IX of the Education Amendments of 1972 to include a private cause of action for retaliation in Jackson v. Birmingham Board of Education. Therefore, “whistleblowers,” or employees who report allegedly discriminatory practices, can file suit against employers
who retaliate against them on the basis of their complaints under the auspices of Title IX, which prohibits discrimination
“on the basis of sex” by recipients of federal education funds. Unlike other federal anti-discrimination laws such as Title
VII of the Civil Rights Act of 1964, retaliation is not expressly mentioned within the text of Title IX, and the Supreme Court
reasoned that the broad language of the statute encompasses implied protections against retaliation, regardless of the gender
of the employee who alleges retaliatory action. As a result of Jackson, the first generation of litigation against colleges and universities under this expanded standard has begun to navigate
the federal courts. This article analyzes the Supreme Court’s opinion in Jackson and the related cases representing the first application of the retaliation standard articulated therein to colleges and
universities. The article concludes with suggestions for insulation from liability associated with alleged retaliation claims
against administrators and educational institutions. 相似文献
16.
Kerry Shephard John Harraway Tim Jowett Brent Lovelock Sheila Skeaff Liz Slooten 《Environmental Education Research》2015,21(6):805-820
This article addresses the important questions that higher education institutions ask concerning their impact on their students’ sustainability-related attributes ‘How do our students’ worldviews change as they experience higher education with us?’ The process of monitoring such a dynamic entity is fraught with statistical complexity but may not be impossible for an institution willing to ask whether or not its educational efforts in ‘education for sustainability’, ‘education for sustainable development’ or ‘environmental education’, and campus sustainability developments, are paralleled by changes in the attitudes of its students. We describe here a longitudinal survey process based on the revised New Ecological Paradigm scale, with two cohorts of students, in three programmes of study, operating over four years, with multiple survey inputs by each student. We implemented the longitudinal analysis using a linear mixed-effects model and describe here the development and testing of this model. We conclude that higher education institutions can benchmark the sustainability attributes of their students and monitor changes, if they are minded to. We invite higher education practitioners worldwide to join us in further developing suitable research instruments, processes and statistical models, and in further analysing the assumptions that link higher education to sustainability and to global citizenship. 相似文献
17.
This article is based on research conducted within two years of the 2014 SEND (special educational needs and disability) reforms being in force and reports on the experiences of five SENCOs (special educational needs coordinators) on implementing the reforms in London schools. The research was conducted primarily to inform professional practice and improve delivery of the principles underpinning the reforms. The research deployed an adapted version of SWOT analysis as a tool for seeking the views of SENCOs on the perceived benefits and challenges of the SEND reforms. The findings demonstrate that SENCOs broadly support the principles of the reforms. However, SENCOs find some of the procedures in the 2015 SEND Code of Practice as proving problematic. There still remains a significant focus on managing administrative processes, rather than bringing about a fundamental change to school culture and educational provision. The article concludes by making several recommendations on ways to reduce bureaucracy for SENCOs and increase their focus on classroom practice. 相似文献
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Teacher stance in creative learning: A study of progression 总被引:1,自引:0,他引:1
Anna Craft Teresa Cremin Pamela Burnard Kerry Chappell 《Thinking Skills and Creativity》2007,2(2):136-147
This paper reports focused findings from a qualitative scoping study undertaken in four sites in England focusing on progression in creative learning (PICL) (February 2005–January 2006), funded by Creative Partnerships, a national development programme. The study sought to explore how progression in creative learning can be described in two curriculum areas. The paper introduces the analytic framework which emerged from the study, and summarises some of the key findings, with a particular focus on teacher stance, taking this slice of analysis further than is done in the original research report and discussing in particular teachers’ attitudes toward creative learning and toward teaching for creative learning. 相似文献
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