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51.
Jeff Worthy 《Clearing house (Menasha, Wis.)》2016,89(1):18-22
The article takes the form of a letter written to pre-service or beginning teachers at the secondary level in the public school system. The letter acknowledges the attributes they bring to the profession (enthusiasm, optimism, creativity, and open-mindedness) and calls on them to make the most of and work to sustain these traits as they begin their careers. They are then advised in the importance of setting clear expectations for their students, maintaining high standards, and always demonstrating professionalism. 相似文献
52.
This study tests the hypothesis that, during adolescence, antisocial behavior becomes positively associated with peer acceptance. This hypothesis was tested considering both classroom and out-of-class peer relations. Data from a previously published study, with a cross-sectional sample of 577 Italian 11- to 13-year-olds, were used. Analyses showed that in the 6th grade antisocial behavior was negatively related to classroom peer preference, but not significantly related to out-of-class peer inclusion. By the 8th grade, antisocial behavior was positively related to out-of-class peer inclusion, but not significantly related to classroom peer preference. Similar results were found for males and females. The higher level of peer acceptance among the 8th grade antisocial individuals was primarily due to nominations received by other antisocial individuals. 相似文献
53.
Lang HG Biser E Mousley K Orlando R Porter J 《Journal of deaf studies and deaf education》2004,9(2):189-201
Seventy-three deaf college students completed a survey examining perceptions about tutoring outcomes and emphases, characteristics of tutors, and responsibilities associated with learning through tutoring. The comparisons revealed that while baccalaureate and sub-baccalaureate students have many similar perceptions about tutoring, there are also some striking differences. In particular, as compared to the sub-baccalaureate students, baccalaureate students have a stronger preference for focusing on course content and for working with tutors who actively involve them during the tutoring sessions. In addition, baccalaureate students prefer to decide the focus of the tutoring themselves while sub-baccalaureate students tend to leave the decision to the tutor. The results of the analyses with three scales measuring perceptions of tutoring dimensions are summarized and recommendations for the selection and preparation of tutors, as well as for future research, are provided. 相似文献
54.
55.
L M Dunn 《Exceptional children》1968,35(1):5-22
56.
Ellen Contopidis Kathleen DaBoll-Lavoie Kerry Dunn Deana Darling Kim Wieczorek 《The New Educator》2017,13(3):310-327
ABSTRACTA critical issue in educator preparation is how to ascertain if program graduates are sufficiently prepared to be effective through the acquisition of meaningful evidence of graduates’ impact on their students. Challenges to proving specific impact of educator-preparation programs on student learning include identifying and following program completers as they move into diverse teaching environments. Barriers include lack of access to measures such as students’ achievement scores and work samples. This article puts the research on educator-preparation-program accountability into perspective and provides a discussion about whether or not we have the capacity at this moment in time to access meaningful data about and proof of teacher impact. 相似文献
57.
Maisha N. Cooper Alexander H. Updegrove Jeff A. Bouffard 《Journal of Criminal Justice Education》2019,30(1):46-70
This study relies on data from 388 junior and senior criminal justice majors to examine predictors of intentions to pursue graduate education in criminology, criminal justice, or a closely related field. Logistic regression results demonstrate that women, students who receive greater encouragement to attend graduate school, students with a lower aversion to reading, writing, and statistics, and students who perceive greater diversity intolerance are more likely to report graduate school intentions. Although students’ race was not found to be significant in the overall model, split-sample models revealed that the significance of predictors varied by race and ethnicity. In discussing the findings, special attention is given to the need for primarily White institutions (PWIs) to partner with historically Black college and universities (HBCUs). We conclude by calling for departments to redouble their efforts to diversify their faculty and student bodies. 相似文献
58.
In a previous paper the construction of an instrument designed to be of use in the evaluation of modular Masters courses for teachers and administrators in international schools was described. Initial impressions of the efficacy of the instrument were encouraging, and its use was extended in a number of ways within the scheme of continuing professional development organised through the Centre for the study of Education in an International Context at the University of Bath. In particular, the evaluation model was extended to three different modules taught in an increased number of Study Centre locations, by different tutors, to groups of different sizes and composition. Under such a range of conditions the question arises of parity of quality in the delivery of the modules, and the usefulness of the evaluation instrument in contributing to an assessment of the quality of teaching and learning was explored. This paper describes the results of an investigation undertaken to test the robustness of the instrument with respect to both the increased range of dimensions involved and the level of detail possible. The outcomes confirm initial impressions of the overall value of the instrument in assessing general levels of satisfaction expressed by participants with respect to a variety of course features, but also indicate the ways in which it could be employed as a tool to evaluate the relative contributions to overall success made by a set of components concerned with the content of the modules, the teaching arrangements, support for participants and the relevance of the modules to the educational work of those taking part. 相似文献
59.
Jeff Adams 《The International Journal of Art & Design Education》2001,20(2):133-143
The paper describes a project for Liverpool John Moores University PGCE Art and Design students in which they carried out practical research into comics and graphic novels as part of their preparation for teaching. The students were encouraged to investigate the history of the genre, its formal properties as well as its potential as a vehicle for social realism. The practical task was to prepare a single comic book page design, in the course of which they explored a range of possibilities from imaginative children's stories to serious issues such as illness and abuse. They took the opportunity to investigate the potential of this sequential medium to construct narratives using devices such as sequence, repetition and multiple perspectives as well as the juxtapositions of image and text. The paper contains examples of students' work where the investigations yielded interesting and innovative results. 相似文献
60.
Why Talk about Mental States? The Significance of Children's Conversations with Friends, Siblings, and Mothers 总被引:5,自引:1,他引:5
Natural language data from 38 47-month-olds recorded at home in unstructured observations were analyzed and comparisons made of characteristics of mental state term use in child-friend, child-sibling, and child-mother dyads. Significantly more references to mental states were made by the children in conversations with siblings and friends than with mothers. Frequent use of mental state terms by both partners was related to cooperative interaction in both child-friend and child-sibling dyads and several associations were found with measures of language fluency, gender, and maternal education, although these varied across the 2 dyads. Children's use of mental state terms in conversations with siblings and friends was correlated with their performance on two false belief measures. Results highlight the importance of extending investigations into the social implications of the development of children's "theories of mind." 相似文献