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701.
Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative‐supported and mentor‐supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed. 相似文献
702.
Amanda E. Nell 《Journal of Career Development》2003,29(3):183-194
In Fall 2002, the University of Missouri-Columbia began a new initiative to develop placement services for liberal arts students. Placement services had never before been offered to this student population and the MU Career Center was designated as the principal creator, administrator and provider of these career services. The Career Center staff decided the most effective approach would be to develop a strategic plan that reflected the needs, values, and desires of our faculty, student, and employer constituents. We conducted an environmental scan, collected substantial data and gathered campus feedback. After careful analysis, we developed a dynamic and responsive strategic plan that would meet our goals and achieve success with our financial, organizational, and human resources in mind. 相似文献
703.
Objective. This longitudinal study assessed the role of mothers’ knowledge of what is comforting to their adolescents when they are distressed. The authors proposed that the adolescents of mothers who were knowledgeable but dissatisfied with their adolescent would have adolescents who coped better than those whose mothers were less dissatisfied; dissatisfied mothers would be more likely to draw on their knowledge to engage in “not-too-nice” parenting, thereby allowing their adolescents to find their own means of self-comfort. Design. Participants were 111 early adolescents and their mothers. At the first time-point adolescents were assessed for approach coping and asked to rate what they would find comforting when they were upset; mothers were asked to predict those ratings and assessed for the extent of their dissatisfaction with their adolescent’s behavior. Adolescents were assessed again for approach coping 2 years later. Results. Mothers’ knowledge positively predicted adolescent approach coping, but only when mothers were high in dissatisfaction. Conclusions. The findings underscore the importance of parents’ knowledge of their adolescents in promoting coping, as well as the role that maternal dissatisfaction plays in adolescents’ ability to cope on their own. 相似文献
704.
This mixed-methodology study surveys 63 fifth graders in a one-way dual language school. Findings alarmingly indicate that although these students are native Spanish speakers in a school that delivers 50% of their instruction in Spanish, they prefer English both academically and socially. Subsequent interviews with 10 sample students of the larger study generate deeper understandings about how these students view their languages. If dual language programs are going to be maximally successful, then they must foster an environment that encourages students’ attitudes and investments toward both of their languages, taking particular care to protect and promote the minority language. 相似文献
705.
Amanda Henshall 《British Journal of Sociology of Education》2018,39(5):593-606
Concerns about youth violence and the radicalisation of pupils have contributed to the deployment of onsite police officers in schools in England. Little is known about the work these officers do. This article firstly outlines the policy background that led to police in schools, and then, with a focus on the schools in London that have onsite officers, data obtained from a Freedom of Information request are combined with school characteristics data to show that officers are more likely to be based in schools with high levels of pupils from disadvantaged backgrounds. Foucault’s work on surveillance is explored in theorising police presence on school sites. The relevance of Agamben’s State of Exception is examined in relation to the school-to-prison pipeline in the United States. The article highlights the need for more empirical work in schools to research the impact of onsite police. 相似文献
706.
Amanda Wall 《Technical Communication Quarterly》2018,27(2):137-160
Content marketing involves creating content in genres that readers find useful. These genres individually do not persuade their readers to buy a given product and may not even mention the product or service being marketed. But collectively, they are designed to lead their readers to a purchase decision, that is, they sell without selling. The authors examine how content marketers strategically deploy these ecologies of genres. 相似文献
707.
Building from the theories of Dewey and Kolb and Fry, we sought to examine the impact of experiential education in teacher education on teacher beliefs and practices. The teacher education model described in this article sets out to challenge the seduction of the apprenticeship of observation and create an opportunity for in-service teachers to re-imagine their teaching in concrete and transformative ways. Immersed in a weeklong experiential residency in either the mountains or at a local environmental education farm, the teachers in the study were challenged physically, intellectually, socially, and emotionally in and through the experience. The experiential work ultimately led to changes in teacher participants’ beliefs and practices related to teacher and student roles and potentialities. Although challenges exist for this type of practice in K-12 classrooms and in teacher education, experiential education has a significant potential to change the way teachers think about and act in their practice. 相似文献
708.
Recent studies report the cumulative prevalence of behavioral disorders among school‐age children to be second only to anxiety disorders. Unfortunately, by the time behavior has been identified as needing special education services, patterns of disruptive and externalizing behavior have often become unremitting. If at‐risk behavior can be reliably identified at school entry, there is potential to intervene early to reduce severity and chronicity of behavior. Thus, with the aid of a nationally representative sample (n = 17,490), this study aimed to ascertain if teacher‐observed disruptive behavior in kindergarten predicted children’s categorical identification for special education and receipt of behavior goals in their individualized education plans in third grade. Results indicated externalizing behaviors and approaches to learning at school entry, predicted identification with emotional disturbance, and other health impairment due to attention deficit hyperactivity disorder in third grade. In addition, externalizing behaviors at school entry increased the likelihood of a child receiving an individualized education plan with an appropriate behavior goal. Self‐control was not a significant predictor of any outcome. Finally, the covariates of sex, reading achievement, and race at school entry were significantly associated with a child’s need for behavior‐related services. Implications for early intervention are discussed. 相似文献
709.
Amanda G. Camp Diane Gilleland Carolyn Pearson Jim Vander Putten 《Educational Research and Evaluation》2013,19(1):63-77
The intent of this study was to investigate the adequacy of Weidman's (1985, 1989) theoretical undergraduate socialization model as an empirical-based causal model pertaining to women's career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidman's model was somewhat supported. Results from the evaluation of the causal model suggest that women's path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences. 相似文献
710.
Amanda Datnow Vicki Park Brianna Kennedy-Lewis 《Journal of Education for Students Placed at Risk》2013,18(4):247-265
The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is to examine how high school teachers, situated within their policy and work contexts, use data to inform instructional decisions. Using a framework that draws upon sense-making and co-construction theories on reform implementation, we analyze qualitative data gathered in 4 urban public high schools in the United States. Findings reveal that the process of data use by teachers is complex, multilayered, and influenced by teacher interpretations and social interactions. Teachers used a variety of forms of data to inform their decision making and struggled to reconcile policies promoting data-driven decision making with local beliefs and practices. Implications for research and policy are discussed. 相似文献