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41.
Max S. Marshall 《College Teaching》2013,61(4):128-131
Federal legislation has increased the participation of students with disabilities in higher education, but they are less likely to attain a postsecondary degree than students without disabilities. In this paper, I discuss reasons for academic failure and illustrate ten strategies that instructors can implement to increase the academic success of students with disabilities. The ten strategies are an accessible syllabus, study objectives, study guides, frequent tests, remedial activities, guided notes, response cards, peer tutoring, fluency building, and feedback. 相似文献
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Dr. Thomas A. Sinks Dr. John McLure Dr. Max Bough Robert Malinka Dr. Dorothy J. T. Terman 《Clearing house (Menasha, Wis.)》2013,86(2):52-56
Teacher retention has become a major issue facing policy makers as our nation's school-age population continues to grow while the teaching workforce continues to decline because of attrition and an aging workforce. Common reasons cited by teachers for leaving the profession can also be linked to burnout. This study examined burnout levels in a specific subset of teachers—those who achieved certification by the National Board for Professional Teaching Standards (NBPTS). The potential benefits to teachers who pursue NBPTS certification include professional pride, recognition of outstanding teaching practice, new leadership roles and responsibilities, and higher salaries (Shapiro 1995). Some of these potential rewards seem to address a number of the factors that are related to the onset of burnout, and therefore may not only alleviate burnout but also impact retention rates. The study found that National Board Certified Teachers (NBCTs) demonstrated significantly lower levels of burnout in two of its three dimensions. 相似文献
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We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values. 相似文献
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The knowledge paradox suggests that high levels of investment in new knowledge do not necessarily and automatically generate the anticipated levels of competitiveness of growth. In particular, knowledge investments do not automatically translate into balanced growth and competitiveness. The purpose of this paper is to explain why knowledge investments are inherently unbalanced, so that the competitiveness and growth ensuing from knowledge are not equally spread across individuals, firms, and spatial units of observation, such as regions and countries. Based on a data set linking entrepreneurial activity to growth within the context of German regions, this paper shows that entrepreneurship serves a conduit of knowledge spillovers. 相似文献
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世界经济结构正经历巨大的转型,具体表现为农业所占GDP的比例显著下降,而制造业,尤其是服务业则不断提高.中国、澳大利亚与美国是3个具有代表性的国家,经济上的这种变化对教育以及数学课程都产生了影响,反映了当今社会中对人们所需的"数学素养"的全新要求.中国、澳大利亚与美国义务教育阶段国家级数学课程都强调了"统计思想"与"关系性思维"这两个重要内容. 相似文献
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Dependency theory in comparative education: The new simplicitude 总被引:2,自引:0,他引:2
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Max S. Marshall 《College Teaching》2013,61(1):8-14
In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in the research process. Evidence presented was gathered over the course of a two-year qualitative research project completed in a capstone education course. Like most capstone courses, we required a summative research paper, but student work suggested they had minimal interest or enthusiasm for the project. However, by redirecting our students' research interest from traditional research reporting to the generation of authentic research questions drawn from their student teaching experience, a solution emerged. The students' questions provided the basis for the ensuing qualitative inquiry project that afforded them a new and authentic type of inquiry. This paper describes the process our students engaged in to complete this qualitative inquiry, including the identification of the research question and analysis of field notes and documents. It concludes by sharing samples of the students' research questions and findings that illustrate the authentic inquiry and ownership they experienced as a result of the project. 相似文献