The effect of team learning behaviours and team mental models on teacher team performance

Instructional Science - Teams become a key resource for organisations to meet different challenges. Thus a high team performance is essential in work context. The aim of this study was to...     

African–American Mentoring Program (AAMP): addressing the cracks in the graduate education pipeline

In this conceptual article, we focus on mentoring as a strategy to mend the cracks in the education pipeline for African American graduate students. Our article highlights the African American Mentoring Program (AAMP) model and examines the unique methods it uses to support the retention and graduation of African American graduate students from a university and their transition to the workforce. AAMP operates from a Transitional Cultural Framework and strives to bridge the gap between the students’ culture and the culture of the university. AAMP’s uniqueness is harnessed in its deep roots in culture, history, collectivism, and inter-generational sharing of knowledge. We end with implications and recommendations for universities and future research.     

Creating Respectful Classroom Environments

Creating respectful classroom environments Respect is a critical variable in education. It is critical to each individual child in the classroom environment as well as to the teaching and learning that takes place in the classroom. Children learn by example. Where do they get their examples? This article explores the parameters of teaching and encouraging respect in classrooms for young children. Emphasis is placed on the creation of respectful classroom environments taught by teachers who have themselves been prepared to nurture this kind of environment.     

Collaboration Between Counseling Services and an Academic Program: An Exploratory Study of Student Outcome

This study assessed the progress of students involved in a collaborative early warning intervention conducted by counseling services and a teacher preparation program. Results indicated that counseling services increased both students' academic and social integration and their confidence in their ability to teach and perform the duties of a teacher. Findings and implications are discussed.     

Word processing in dyslexics

Dyslexic children (n=21, mean age=10.2 years) were compared with normal readers of the same age, normal readers of the same reading-age, and poor readers of the same reading-age on measures of phonological decoding and automatic word processing. Three different tasks, varying in phonological demand, were used: a naming task, an auditory-visual matching task, and a lexical decision task. On each task, word-pseudoword profiles were obtained to test phonological decoding skills and unspeeded-speeded profiles were assessed to test automaticity in word processing. Main results indicated that dyslexics have a deficit in automatic phonological decoding skills. The results are discussed within the framework of the phonological deficit and the automatization deficit hypothesis.     

Financial literacy and classroom practices among early childhood and elementary teachers in India and the US

This study compared the financial literacy and teaching practices of 82 early and elementary teachers in India and US using a 43-item survey. Analysis showed that financial literacy of Indian teachers was lower than their American counterparts. Teachers in India enjoyed teaching financial literacy more than teachers in the US. Indian teachers received more professional development training than American teachers. Indian teachers reported using the school store, children’s literature and pictorial worksheets while American teachers reported using learning centres, play money, fake credit cards, technology and games to teach financial literacy.     

Teaching reading in an inner city school through a multisensory teaching approach

The purpose of the present study was to examine the efficacy of the multisensory teaching approach to improve reading skills at the first-grade level. The control group was taught by the Houghton-Mifflin Basal Reading Program while the treatment group was taught by the Language Basics: Elementary, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method. The results showed that the treatment group made statistically significant gains in phonological awareness, decoding, and reading comprehension while the control group made gains only on reading comprehension.     

点亮一根火柴

有意思.让我告诉你我的生活,我的感受和秘密,还真有意思.我实在不知道怎样把你带入我的内心.要知道,从来没有人问过我的想法或面对生活挑战的感受.或许,他们根本就不在乎我在想什么.     

Writing and Reading Subjects: Fixing and Unfixing Identity through Close Literary Practices

For a number of years, Rebecca Luce‐Kapler and Dennis Sumara have been investigating the ways in which literary practices of close reading can help change how we think and how we remember. They have also considered how such practices might help make us more critical of normative representations of remembered experience. More recently, they have been joined by Claire Robson, who works with and investigates memoir writing. In 2009, Robson and Sumara were joined by their six older lesbian research participants at a conference held at the University of British Columbia entitled ‘Queerly Canadian: Changing Narratives’. The six women performed extracts from memoirs they had written as part of the research data and joined the researchers in offering theories and insights about the writing processes in which the group had engaged. That presentation and this paper represent the evolution of a two‐year collaboration between these researchers and the six women, who are listed as co‐authors on both the presentation and this paper.     

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.