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21.
Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011–2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze effects of school rule enforcement and teacher victimization on job satisfaction. Findings indicated that teachers who perceived higher enforcement of school rules had higher job satisfaction. In particular, consistent enforcement of rules by school administrators had a significantly greater effect on satisfaction than collegial enforcement of rules. Findings also indicated that teacher victimization has a significantly negative effect on job satisfaction. Consistent enforcement of school rules may reduce instances of student misbehavior and teacher victimization, helping reduce teacher stress and anxiety, leading to greater job satisfaction. Implications for policy and practice are explored, examining what administrators can do to protect teachers and improve satisfaction. 相似文献
22.
Belinda Watts 《Educational Action Research》2013,21(2):377-382
This article explores the common ground and reciprocity between interprofessional practice and action research. The emphasis is focused upon health and social care but generalisations are formulated which could be applied to other areas where collaboration between professionals is important. 相似文献
23.
Through the use of taped interviews, the reasoning level of eleven (11) pre-service teachers relative to selected concepts
in Algebra was ascertained. Yumus’ (2001) levels of reasoning were applied as a guide, namely: (a) Level 1: Unable to produce
any reasoning, (b) Level 2: Have awareness of the models, known facts, properties and relationships to be used but cannot
produce any arguments; (c) Level 3: Able to produce some reasoning although the arguments are weak and (d) Level 4: Able to
produce strong arguments to support their reasoning. Using this guide it was found that of the 121 responses given, 47.1%
were at level 1, 29.8% at level 2, 16.5% at level 3 and only 6.6% were at level 4. The most difficult problem proved to be
converting repeating decimals to fractions, while the easiest was on finding the value of x0. As a whole, the reasoning ability
of the respondents, based to their average reasoning ability on the given tasks, indicate that 73% was low, 27% was moderate
and that nobody had a high level of reasoning. Assessments followed as to the factors contributing to this situation and possible
solutions. 相似文献
24.
Belinda A. Stillion Southard 《Quarterly Journal of Speech》2017,103(4):395-414
This essay analyzes the rhetoric of Ellen Johnson Sirleaf, president of post-conflict Liberia, for how it transformed national citizenship into cosmopolitan citizenship. Specifically, she promoted cosmopolitan values to global and regional audiences; codified cosmopolitan values into national policies and initiatives; and enabled Liberian women as citizens whose cosmopolitan practices fortified national, regional, and global communities. Through these concrete cosmopolitan practices, Liberian women performed as ideal citizens of the new democracy. Thus, this essay demonstrates how rhetorical scholars can turn to cosmopolitan theory to explain how rhetorical leaders can transform how and what it means to belong, especially for women. 相似文献
25.
This article reports a study of parents’ management of the education of primary school‐aged children in their care in remote and rural locations of Western Australia. It presents a theory of the ways in which these parents, in the role of home tutors, “manage” the schooling of their children in a distance education regime in isolated settings. The home tutors in this study were mothers in families isolated by physical distance from centres in Western Australia, which usually provide educational, medical, financial, and retail services. In this environment, at the time of data collection, schooling was supported by print, that is, “sets” of learning materials, and by a regular schedule of interactive lessons through Schools of the Air when atmospheric conditions permitted. The conditions of outback Western Australia “present some of the worst conditions for use of electronic equipment” (Tomlinson, Schooling in rural Western Australia: The ministerial review of schooling in rural Western Australia. Perth, Australia: Education Department of Western Australia, 1994, p. 91). Moreover, the nature of station life on isolated sheep or cattle properties (stations) is such that mothers frequently have multiple and sometimes conflicting roles (that is, cook, housekeeper, station hand, business partner, accountant, first aid officer, wife, mother, and teacher). This qualitative study was concerned with how parents “manage” their schoolroom work as “home tutors,” using grounded theory techniques for gathering and analysing data. The term “manage” comes from the theoretical framework of symbolic interaction (Blumer, Symbolic interactionism: Perspective and method. Englewood Cliffs, NJ: Prentice Hall, 1969), and in this article refers specifically to the ways in which the home tutors juggle their multiple roles. 相似文献
26.
Belinda V. de Castro 《Asia Pacific Education Review》2008,9(2):101-112
This quasi-experimental study aims to streamline cognitive models on fraction multiplication and division that contain the
most worthwhile features of other existing models. Its exploratory nature and its approach to proof elicitation can be used
to help establish its effectiveness in building students’ understanding of fractions as compared to the traditional algorithmic
way of teaching, vis-à-vis the students’ negative notions about learning fractions. Interestingly, the study showed the benefits
and drawbacks of using these cognitive models in the teaching and learning of mathematics. 相似文献
27.
28.
Using on information gathered from five female feminist physical education teachers in Brisbane, Australia, this paper examines the relationship between theoretical debates in feminism and feminist practice in secondary schools. Specifically, this paper is concerned with the ongoing debate in feminism over the notion of equality. It is problematic that calls for equality for women are currently understood as calls for sameness to men, leaving men and their life experience as the only standard of analysis. In this paper, how this theoretical struggle between feminists is dealt with in sport and physical education is explored. The teachers articulated various feminist perspectives, but placed their feminism on the physical education agenda piecemeal. Moreover, they failed to challenge the notion of an equality for women based on their sameness to men. Given the duress under which these women articulate their feminism, notions of sameness may be all that is achievable in the current physical education curriculum. 相似文献
29.
Audrey C. Rule Greg P. Stefanich Robert M. Boody Belinda Peiffer 《International Journal of Science Education》2013,35(6):865-887
Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics. 相似文献
30.
Belinda A. Stillion Southard 《Quarterly Journal of Speech》2020,106(3):258-268
ABSTRACT This contribution explores “shuttling rhetorics” to help explain why the story of the National Woman's Party (NWP) framed many suffrage centennial celebrations. Drawing parallels between the tactics of the NWP and the Greenham Common Peace Camp of the 1980s and 1990s, this essay puts forth shuttling rhetorics as a way to trace movement as a mode of resistance. As an analytic, shuttling rhetorics allow critics to unsettle traditional understandings of protest rhetorical situations and understand how (mostly white) protestors’ expectations of violence and survival expose their inherent dependence on body privilege. 相似文献