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21.
Yvonne Leckey Lynda Hyland Gráinne Hickey Anne Lodge Paul Kelly Tracey Bywater 《Irish Educational Studies》2016,35(1):35-55
Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated. 相似文献
22.
Linda Hecker Liza Burns Lynda Katz Jerome Elkind Kenneth Elkind 《Annals of dyslexia》2002,52(1):243-272
This study investigated how assistive reading software affected the reading performance of a group of 20 post-secondary students
who had a primary diagnosis of attention disorder. These students used assistive reading software for most of a semester to
read assignments for an English class and in testing sessions in which comparisons were made between normal, unassisted reading,
and reading assisted by the soft ware. This software provides a synchronized visual and auditory presentation of text, and
incorporates study skills tools for highlighting and note taking. Attention measures, reading speed, comprehension scores,
and attitude questionnaire responses were obtained during these sessions. The principal findings were that the assistive software
allowed the students to attend better to their reading, to reduce their distractibility, to read with less stress and fatigue,
and to read for longer periods of time. It helped them to read faster and, thereby, to complete reading assignments in less
time. It did not have a significant effect on comprehension, but it helped some students whose comprehension was very poor.
The study results indicate that assistive reading software should be considered as a significant intervention to assist students
who have attention disorders and as an accommodation to help them compensate for their disabilities. 相似文献
23.
Eleni Oikonomidoy Lynda R. Wiest Jafeth E. Sanchez Lydia DeFlorio 《The Teacher Educator》2013,48(4):377-396
AbstractThis phenomenological research study focused on how education students perceived diversity in their academic lives, as well as the language they used when they talked about diversity. Focus groups with 36 undergraduate and graduate students in a college of education were conducted to explore these areas. Three themes were identified through a two-phase analytical approach. These were: (a) limited or inconsistent exposure to diversity at the college; (b) instances of othering and exclusion that took place in various spaces; and (c) divergent ways of talking about the diversity climate. The article concludes with a renewed call for increased attention to diversity in colleges of education. 相似文献
24.
Lynda Fender Hayes Dorene Doerre Ross 《International journal of qualitative studies in education》2013,26(4):335-350
As teacher educators have worked to encourage teachers to become more reflective, they have noted the important role that school context plays in supporting or constraining reflection in action. This study describes one kindergarten teacher's experiences in two contrasting school contexts. The study documents the leadership styles, school organizational structures and resources, faculty‐administration communication processes, and curriculum decision‐making practices that promoted or hindered the teacher's ability to reflect. Data analysis revealed striking contrasts between the two schools. These differences had an impact on the curriculum provided by the teacher, her ability and willingness to accept responsibility for her professional decisions, and her self‐confidence and job satisfaction. The study concludes with suggestions for teacher educators interested in helping their graduates find and maintain contexts supportive of reflective practice. 相似文献
25.
Taking a positive view is a fruitful way to prompt educators to reflect on and to develop their practice. Teachers, teacher educators and children bring a wide range of ideas that provide a powerful basis for developing understanding of the complexities of classroom practice. Using appreciate inquiry the authors show how they developed their understanding of professional development as they worked with groups of teachers who investigated their science teaching practice with young children and produced case studies of practice. The authors also show how the roles and ideas of themselves as university tutors were challenged and emerged to suit the range of contexts involved. Their view of Continuing Professional Development was influenced by the lived experiences of the teachers and themselves. They worked to systematise learning through identifying commonalities of experience and reflection along four dimensions: creating spaces for growth; working with emergent purposes; action research as rhizomatic growth; and collaborative and collective action. The rich variety of outcomes shows the value of creating space for growth for children and for adults. The energy and enthusiasm liberated motivated the participants to explore their worlds in ways that were difficult to predict at the start of the project. 相似文献
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The purpose of this study was (1) to examine and analyze the opinions and interests in geriatrics, gerontology, and older people of physicians, registered nurses, and dentists; and (2) to make comparisons of the expressed interests and opinions between the three groups of practitioners. The instrument consisted of two parts, demographic information and 22 questions regarding the interest and training in geriatrics/gerontology and opinions of the health needs of the elderly. From the results obtained in this study implications for the future training of health care providers are discussed. 相似文献
29.
Abstract This paper explores the theory of “communities of practice” and how the ideas contained in it could be applied to museums, by demonstrating how a key stakeholder group, Indigenous people, have been involved with and engaged in the work of the Australian Museum, Sydney, over the past 30 years. It is suggested that the processes museums have developed in building relationships with Indigenous people, particularly at the practitioner level, could form a template for how museums make themselves relevant to broader communities through active engagement with multiple communities of practice. 相似文献
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