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AbstractShoreline Community College is near Seattle in Washington state, a growing community that has evolving needs. The library at the college planned and implemented events for National Poetry Month to get the students, faculty, and community engaged through activities such as White Board Poetry, Spoken Word Poetry, a Film Showing, and a Haiku Contest. Promotional planning and follow through focused on campus resources, student engagement, and social media. 相似文献
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Jan Retelsdorf Ruth Butler Lilian Streblow Ulrich Schiefele 《Learning and Instruction》2010,20(1):30-46
Two studies (one longitudinal) were designed to extend Butler's model of teachers' goal orientations for teaching. In Study 1, results from 281 teachers in Germany confirmed the predicted four-factor model comprising mastery, ability-approach, ability-avoidance, and work-avoidance goal orientations. As expected, mastery orientation and work avoidance emerged as positive and negative predictors, respectively, of adaptive patterns of instruction (mastery-oriented practices and cognitive stimulation) and high interest in teaching and low burnout; associations for both ability orientations were less consistent. In Study 2, 69 Israeli teachers completed the measures of instructional practices, interest in teaching and burnout several months after reporting their goal orientations. Results were very similar to those of Study 1. The two studies confirm that research on teachers' goal orientation is promising and has implications for understanding how teacher motivation might influence both teachers and their students. 相似文献
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Hilary Denune Renee Hawkins Lauren Donovan Dacia Mccoy Lyndsie Hall Anthony Moeder 《Psychology in the schools》2015,52(6):562-577
A withdrawal design was used to examine the influence of a self‐monitoring procedure on the overall effectiveness of an interdependent group contingency intervention implemented in a sixth‐grade classroom in an alternative school serving students with emotional and behavioral disorders (EBD). Dependent variables included student on‐task, off‐task, and disruptive behaviors exhibited during language arts. Following baseline, the classroom teacher implemented an interdependent group contingency using randomized criteria for reinforcement and randomized reinforcers. Next, a self‐monitoring intervention procedure was added to the existing interdependent group contingency intervention. The self‐monitoring procedure was then withdrawn and reinstated. Results indicated that though there were improvements in behavior from baseline upon intervention implementation, the self‐monitoring procedure did not increase the effectiveness of the interdependent group contingency intervention. Limitations and suggestions for future research investigating the influence of self‐monitoring on group contingency interventions are discussed. 相似文献
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Tamara Butler 《Equity & Excellence in Education》2017,50(1):84-95
This article intervenes in the long-standing conversations around which youth activism, literacies, and civic engagement take place. In an effort to expand the boundaries of activism to include the work of youth critical literacies within the classroom, this article highlights the work of four female high school students of color as they bring attention to human sex trafficking. Findings show that students are introduced to and given the space to engage in “critical youth organizing literacies” through their class project. Therefore, through similar projects, classrooms become sites where young people learn to select and critique texts in order to mobilize peers and community members. 相似文献
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While an overwhelming majority of people in the USA support some form of school-based sexual education, the specific content and context for that instruction varies widely, making it difficult to assess support for particular types of programmes. This is particularly the case for evangelical Christians, about whom there is a lack of scholarly consensus concerning support for sexual education. This paper addresses this gap, and examines the assumption that evangelical Christians uniformly support abstinence-only sexual education, using qualitative analysis among a group of evangelical Christians in a medium-sized Texas city. Respondents were asked during interviews to identify the types of sex education-related content they support, and where and how they believe these messages should be taught. Respondents were also asked to identify their rationales for supporting (or opposing) certain elements of sexual education. Interviews revealed a group of evangelical Christian parents who verbalised their explicit opposition to abstinence-based sex education in schools, lamenting the sex-negative messages they believe to be associated with it. It additionally became apparent that these parents believe that their opposition to abstinence-based sexual education aligns with a silent majority of evangelical Christians. 相似文献
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Klodiana Kolomitro Lauren M. Anstey 《International Journal for Academic Development》2017,22(3):186-198
There is general consensus that teaching and learning centres have a positive impact on promoting and supporting a culture that values teaching and learning, yet there is limited evidence on how centres evaluate their work. For this purpose, a survey was developed and administered to the directors of 88 Canadian centres; 46 of which completed the survey. In this paper, we share centres’ approaches to evaluation that emerged from the survey findings and the artifact analysis. By raising awareness of evaluation approaches, we are better positioned to identify further opportunities to develop a more systematic and coherent approach to evaluation. 相似文献