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981.
Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made. 相似文献
982.
Rachel Garver 《教育政策杂志》2020,35(5):623-647
ABSTRACT Research on recently adopted methods for teacher evaluation are largely focused on issues of validity and pay less attention to the consequences of implementation for the everyday practices of teaching and learning in schools. This paper draws on an ethnographic case-study to argue that the joint tasks demanded by neoliberal teacher evaluation policies structure interactions among teachers and between teachers and administrators in ways that erode professional culture. Implications for policymakers, school leaders, and teachers are considered. 相似文献
983.
This article presents findings from an exploratory empirical study of teaching residents’ opportunities and learning within the overlapping contexts of English as a Second Language (ESL)/special education classrooms and high-need urban schools. Utilizing documentation from the first year of a teacher residency program, our findings illustrate the central role that mentor teachers play in determining the kinds of opportunities afforded to teaching residents and the ways in which factors unique to these clinical contexts shape learning. Implications center on the preparation of mentor teachers and the work of teacher education programs in the US. 相似文献
984.
Hutchins Nicole M. Biswas Gautam Maróti Miklós Lédeczi Ákos Grover Shuchi Wolf Rachel Blair Kristen Pilner Chin Doris Conlin Luke Basu Satabdi McElhaney Kevin 《Journal of Science Education and Technology》2020,29(1):83-100
Journal of Science Education and Technology - Synergistic learning combining computational thinking (CT) and STEM has proven to be an effective method for advancing learning and understanding in a... 相似文献
985.
Childhood emotional abuse and neglect as predictors of psychological and physical symptoms in women presenting to a primary care practice 总被引:7,自引:0,他引:7
OBJECTIVE: There were two aims to this study: first to examine whether emotional abuse and neglect are significant predictors of psychological and somatic symptoms, and lifetime trauma exposure in women presenting to a primary care practice, and second to examine the strength of these relationships after controlling for the effects of other types of childhood abuse and trauma. METHOD: Two-hundred and five women completed the Childhood Trauma Questionnaire (Bernstein et al., 1994), Trauma History Questionnaire (Green, 1996), the Symptom Checklist-revised (Derogatis, 1997), and the Revised Civilian Mississippi Scale for posttraumatic stress disorder (Norris & Perilla, 1996) when presenting to their primary care physician for a visit. Hierarchical multiple regression analyses were conducted to examine unique contributions of emotional abuse and neglect variables on symptom measures while controlling for childhood sexual and physical abuse and lifetime trauma exposure. RESULTS: A history of emotional abuse and neglect was associated with increased anxiety, depression, posttraumatic stress and physical symptoms, as well as lifetime trauma exposure. Physical and sexual abuse and lifetime trauma were also significant predictors of physical and psychological symptoms. Hierarchical multiple regressions demonstrated that emotional abuse and neglect predicted symptomatology in these women even when controlling for other types of abuse and lifetime trauma exposure. CONCLUSIONS: Long-standing behavioral consequences may arise as a result of childhood emotional abuse and neglect, specifically, poorer emotional and physical functioning, and vulnerability to further trauma exposure. 相似文献
986.
Tammy?D.?AllenEmail author Rachel?Day Elizabeth?Lentz 《Journal of Career Development》2005,31(3):155-169
This research examined interpersonal comfort as a potential mediating mechanism in mentoring relationships. Results indicated that interpersonal comfort mediated the relationship between gender similarity and protégé reports of career and psychosocial mentoring. Contrary to prediction, interpersonal comfort did not mediate relationships involving mentorship type (i.e., formal versus informal). However, we did find that informal mentoring and interpersonal comfort were positively associated with career mentoring. The research helps illustrate the important role that interpersonal comfort plays in the mentoring process. 相似文献
987.
Podcasts on Mobile Devices as a Read-Aloud Testing Accommodation in Middle School Science Assessment
Don McMahon Rachel Wright David F. Cihak Tara C. Moore Richard Lamb 《Journal of Science Education and Technology》2016,25(2):263-273
The purpose of this study was to examine the effect of a digitized podcast to deliver read-aloud testing accommodations on mobile devices to students with disabilities and reading difficulties. The total sample for this study included 47 middle school students with reading difficulties. Of the 47 students, 16 were identified as students with disabilities who received special education services. Participants were randomly assigned to three experimental testing conditions, standard administration, teacher-controlled read-aloud in traditional group delivery format, and student-controlled read-aloud delivered as a podcast and accessed on a mobile device, and given sample end-of-year science assessments. Based on a factorial analysis of variances, with test conditions and student status as the fixed factors, both student groups demonstrated statistically significant gains based on their testing conditions. Results support the use of podcast delivery as a viable alternative to the traditional teacher-delivered read-aloud test accommodation. Conclusions are discussed in the context of universal design for learning testing accommodations for future research and practice. 相似文献
988.
Rachel Langford Aurelia Di Santo Angela Valeo Kathryn Underwood Angelike Lenis 《Gender and education》2018,30(5):569-586
This study investigated the implementation of a full-day kindergarten programme in Ontario, Canada. Key to the implementation of this programme has been a new kind of educator team consisting of a certified teacher and a registered early childhood educator and a complementary partnership in which each team member contributes equally. Our research examined team members’ perceptions and practices related to their roles and responsibilities. Findings suggest that the care work for which early childhood educators are disproportionally responsible is accorded less value and status than the work of educating children. Implications of these findings are discussed in relation to the care/education split, the social reproduction of care work and social inequities. 相似文献
989.
990.
The paper examines data on references tostudents made by manager-academics in 16 UKuniversities whilst giving accounts of theircareers and practices, and reflecting onaspects of the current roles and priorities ofhigher education institutions. The issuesraised are of wider interest than the UK, sincethe contradictory pressures of teaching andresearch and learning versus seeking newsources of funding are common to highereducation in many countries. The focus andmethodology of the Economic and Social ResearchCouncil funded project on which the paper isbased are outlined, before discussing how thetheoretical interests of the project relate tothe student, the ways in which the student is asignificant aspect of current higher educationpolicies, and the contested status and identityof the student in higher education discourseand research. The changing nature of thestudent population, the relationship betweenmanager-academics' concerns with the studentand their institutional context, their majorpreoccupations in their roles, and how thesepreoccupations relate to level of seniority inmanagement are also considered. We concludethat whilst current UK higher education policyemphasises the student, responses atinstitutional and individual levels focus onorganisational, resource and time implicationsof the student body, rather than the studenthim/herself. Furthermore, it is noted thatsenior manager-academics roles tend to removetheir incumbents from contact with students. It is suggested that manager-academics needboth more contact with students and moreunderstanding of their situation andconcerns. 相似文献