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1.
Anita S. McGinty Laura Justice Sara E. Rimm-Kaufman 《Early education and development》2013,24(2):361-384
Research Findings: Challenging the development of high-quality preschool education is the instability of the preschool teacher workforce, blamed in part on workplace conditions including isolationism, perceived lack of career reward, and lack of preparation. Little attention has been given to whether a preschool's organizational climate can mitigate these challenges, despite demonstrated workplace climate effects on teachers' attitudes, commitment, and practices in kindergarten–Grade 12 teachers. This study investigated preschool teachers' perceptions of a positive workplace climate (i.e., sense of school community); predictors of these perceptions (teacher qualifications and organizational features); and relationships among teachers' sense of community, classroom teaching quality, and attitudes toward teaching in a sample of 68 preschool teachers serving at-risk 4-year-olds. Overall, teachers provided high ratings for their sense of school community, although moderate interprogram variability and moderately large to large intraprogram variability existed. Teacher qualifications and preschool affiliation did not predict teachers' sense of community, but preschool size predicted perceptions of collegial support. Perception of collegial support and program influence was significantly related to positive attitudes toward teaching; only perceptions of program influence were related to classroom quality. Practice or Policy: We discuss the potentially important role of work environment in bolstering the quality and stability of the preschool teacher workforce. 相似文献
2.
In this paper we present a study conductedwithin the framework of an in-serviceprofessional development program for junior andsenior high school mathematics teachers. Thefocus of the study is the analysis of processesencountered by the staff members, as members ofa community of practice, which contributed totheir growth as teacher educators. We offer athree-layer model of growth through practice asa conceptual framework to think about becominga mathematics teacher educator, and illustratehow our suggested model can be adapted to thecomplexities and commonalities of theunderlying processes of professionaldevelopment of mathematics teacher educators. 相似文献
3.
Alexander M. Dushkin 《Journal of Jewish Education》2013,79(2):76-80
This article analyzes the career commitments and retention patterns among graduates of the DeLeT program (Day School Leadership Through Teaching) who were prepared for day-school teaching at Brandeis University and Hebrew Union College-Jewish Institute of Religion. Employing t-tests to analyze survey responses, we identify factors that shape and support teachers' career commitments to Jewish day schools. Our findings suggest that those who stay in Jewish day school teaching are likely to do so because of more commitment to the Jewish community, greater perception of effective teacher preparation experience, and better school support in comparison to those who leave teaching in this setting. These findings are consistent with a multi-layered understanding of teachers' lives and career commitments, which is illustrated in the interaction between person, program, and setting. 相似文献
4.
《Teaching and Teacher Education》1997,13(2):153-169
Drawing on data from questionnaires and 49 interviews with teachers and principals, the impact of involvement in Professional Development Schools on teacher professional growth and school change at seven Professional Development School sites is explored through a cross-case analysis. Each of the seven sites, four elementary and three secondary, served five or more years as a PDS site. Program results were mixed, underscoring the importance of a range of context variables to program success, including school district support, principal, staff and University faculty stability, student body composition, school and faculty size, as well as the nature of teachers' program involvement. Implications for PDS program development and research are discussed and a range of policy issues explored, including those associated with tensions between university faculty roles and PDS responsibilities. 相似文献
5.
《The Journal of educational research》2012,105(6):393-406
ABSTRACT This qualitative case study analyzed how one large high school created a community of care for ninth-grade students. Data were collected during the 2006–2007 school year, including observations, individual interviews, and focus group interviews of 1 female teacher and 9 of her students. Findings suggest the Freshman Focus teachers and program helped to establish three caring relationships (teacher to program, teacher to student, program to student) that promoted a community of care. The development of positive teacher beliefs about students, supportive teacher–student relationships, and the promotion of academic and life skills may help create a caring community in which students are the primary receivers of care. 相似文献
6.
《Africa Education Review》2013,10(3):518-547
Abstract This article provides a summative evaluation of the development and implementation of the Open Learning Systems Education Trust's (OLSET's) “English in Action” programme from 1992 to the end of 2009. It describes the programme's development from a uni-modal distance education model focused on enhancing learner involvement and learner gains to a multi-modal model focused on enhancing teacher and learner involvement, teacher and learner gains, school, classroom and teacher support and in-service teacher training. It also describes the expansion of schools, teachers and learners involved in the programme over a 17 year period. Reasons for the wide-spread support of the programme by teachers, principals and educational officials in South Africa are identified, and constraints and limitations highlighted. Conclusions are then drawn on the value of the programme's model relative to the resurgence of international interest in the potential of using radio as a basis for teacher support in developing countries. 相似文献
7.
Abstract The role of educational technology as media is rapidly expanding. When placed directly into the hands of students, digital video, in particular, has the potential to transform schooling. In this case study, members of the Naptown Prodigy, an after school club, produced music videos and iMovies of streetball performances. The club's advisor, an urban middle school English teacher, participated in the PT3 Vanguard program, a university—public school staff development collaboration. The teacher's access to technology through the Vanguard program enabled her students to use digital video as both a construction and expression medium. This project provides a unique and promising example of the ways in which teachers can use digital video to foster representational literacy among inner‐city youth. 相似文献
8.
Ronald Harshman 《The Journal of environmental education》2013,44(2):30-34
ABSTRACT:Researchers and practitioners in environmental education have widely recognized the importance of facilitating the growth of positive environmental values among learners. Environmental Values Education (EVE) is included in environmental education programs, whether it is consciously planned or is an implicit part of the learner's experience. There are, however, many constraints to developing a well-planned EVE program and integrating this into the general curriculum; foremost among these is the need for teacher training in the theory and methods of EVE. Coursework and practical training for teachers is needed in several areas. When choosing appropriate strategies for teaching environmental ethics, each teacher will need to become familiar with the strengths and weaknesses of each approach, his or her own capabilities and need for further theoretical and practical training and the needs of learners and the nature of the situation at hand. Each learner's level of moral development is an especially important factor to consider when choosing and conducting EVE strategies. It is important for teachers to become familiar with school and community attitudes concerning values education, in order to implement a strong program in environmental values education while working within the existing realities of school policies and community expectations. 相似文献
9.
Professional community and the problem of high school reform 总被引：1，自引：0，他引：1
A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform. 相似文献
10.
Belinda G. Gimbert Dean Cristol Abdou Marty Sene 《School Effectiveness & School Improvement》2013,24(3):245-272
Debate about teacher supply, demand, retention, and attrition has been renewed in recent years by an increased concern about the reduced numbers of prospective teachers entering teacher education programs, the high attrition rate of beginning teachers, and the resulting teacher shortages. U.S. schools are experiencing teacher shortages, especially in low-income urban areas, because of increased school enrollment, teacher retirement, reduction in class size, teacher attrition, and turnover related to low salaries, job dissatisfaction, and lack of administrative support and influence over decision-making. Recently, the increased interest in teacher quality has been the topic of debate for policy-makers, the public, and the educational community. The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I. 相似文献
11.
Les Vozzo Peter Abusson Frances Steele 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):335-351
Novice teachers need support if they are to survive the reality of school. A web of relationships involving members of the school community, mentors outside the school community and a university tutor has been shown to be an effective way of providing this assistance. This article describes an extended web of assistance offered to a group of 11 teachers retrained to teach science. As they made the transition to science teaching these teachers identified a need for guidance and support in learning about a new subject and a new school environment. In some cases the school community was able to provide this guidance and support but in other cases the retrained teachers were met with scepticism by their fellow teachers and needed assistance from other sources. The extended web of relationships they accessed included district consultants provided by the employer, mentors located outside of the school, fellow graduates and a university tutor. All retrained teachers were also assisted in their development as reflective teachers by the production of a portfolio. The addition of an online component to the portfolio, allowing the sharing of ideas between the retrained teacher and the university tutor coordinating the program is proposed as a valuable component of the mentoring network. 相似文献
12.
Research Findings: This study simultaneously examined parental depression and parent involvement as predictors of satisfaction with an early childhood intervention program. Parents (N = 203) of Head Start children participated in this short-term longitudinal study. Measures of parent involvement and satisfaction assessed multiple dimensions of these constructs. Nearly 40% of low-income mothers reported being sometimes or chronically depressed over the course of 1 year of the Head Start program. Compared with mothers who were never depressed, those who were sometimes depressed reported less involvement in home- and school-based activities as well as fewer interactions with their child's teacher. Never depressed parents were more likely to be satisfied with their child's teacher compared with either group of depressed mothers. Higher levels of parent involvement and parent–teacher interaction predicted optimal satisfaction with Head Start services. Practice or Policy: Implications of results for practice are considered in terms of teacher training to recognize unique needs involved in working to establish a home–school connection with mothers experiencing depression. Strategies for building community partnerships to assist with mental health needs are discussed. 相似文献
13.
Marcelle Haddix 《理论付诸实践》2015,54(1):63-70
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities. 相似文献
14.
Schools alone cannot reverse the high rates of school failure in the poorest communities in Europe; they need the contributions of the entire community. Coordination between families, the larger community, and the school has proven crucial to enhance student learning and achievement, especially for minority and disadvantaged families. However, families from such backgrounds often participate in their schools only peripherally because the schools take a ‘tourist’ approach, call parents to inform them about school projects and teachers' programmes, or consult them about decisions to be made by professionals, rather than engaging them in their children's education. In contrast, the INCLUD-ED project studied schools across Europe whose students are culturally diverse and from low SES backgrounds; here, the communities are deeply involved in the schools and the students do well academically. This article focuses on three strategies used by these successful schools to engage immigrant and minority community members in more active, decisive, and intellectual ways and thus have greater impact on the school and the students' learning. It also describes some specific practices of involvement grounded in those strategies and the improvements they generate. Though the schools studied use different practices, the three strategies have been found to contribute to a transformative result in all schools: moving minority and disadvantaged families from the periphery of school participation to the centre.
相似文献
15.
Meg White Corine Meredith Brown Laurel L. Byrne Lorraine C. Ricchezza 《The Educational forum》2017,81(1):18-34
To be an effective urban educator requires teachers to understand the contextual factors of students, the school, and the community, and their cumulative effects on learning. Urban teacher academies support a better understanding of urban classrooms and challenge stereotypes of the urban context. The focus of this study was to compare participants' perceptions of urban settings before and after 2 weeks spent at an urban teacher academy for high school students. 相似文献
16.
T. Soini J. Pietarinen K. Pyhältö K. Haverinen D. Jindal-Snape E. Kontu 《British Educational Research Journal》2019,45(3):622-639
In many countries, including in Finland, promoting inclusive school practices supporting pupils’ equal rights for learning is the focus of school development. Special education teachers play a central intermediary role in developing inclusive school and classroom practices by providing support both for pupils and peer teachers. This may increase their risk of experiencing exhaustion, cynicism towards the teacher community and/or inadequacy in pupil–teacher relationships. However, the resources of a school's social working environment experienced as a functional teacher–working environment fit may buffer the risk of developing burnout. This study aims to gain a better understanding of the interrelation between, and development of, special education teachers’ experienced burnout symptoms and perceived teacher–working environment fit across time. The longitudinal study included two measurements (in year 2010, n = 760 and in year 2016, n = 485). The results show that special education teachers’ experienced inadequacy in pupil–teacher relationships predicted teacher exhaustion, cynicism towards the teacher community and inadequacy in pupil–teacher relationships 5 years later. Moreover, a perceived good teacher–working environment fit predicted lower cynicism towards the teacher community 5 years later. 相似文献
17.
Susan D. McMahon Eric Peist Jacqueline O. Davis Elizabeth McConnell Samantha Reaves Linda A. Reddy Eric M. Anderman Dorothy L. Espelage 《Psychology in the schools》2020,57(7):1040-1056
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher-directed violence. The sample included 245 prekindergarten through 12th grade teachers, all of whom experienced school violence and participated in a larger national survey study on violence against teachers. Using a social-ecological framework and conventional content analysis, teacher recommendations for addressing teacher victimization were identified and organized at the individual, school, community, and society levels. Themes around conflict resolution strategies; improving policies, resources, and relationships with administrators; increasing parental involvement; and changing culture and laws were highlighted. Implications for research, practice, and policy are discussed. 相似文献
18.
Jelena Vranješević 《欧洲教育》2016,48(1):63-78
This article explores the potential of teacher leadership as a strategy to promote intercultural education by empowering parents and members of ethnic minority groups to participate in the life of the school. It links the idea of participation for social justice with the goals of intercultural education within the context of the APREME (Advancing Participation and Representation of Ethnic Minority Groups in Education) project, which is located within a wider program of research, development, and advocacy designed to promote inclusion and social cohesion in the western Balkans. The outcomes of this action-based stage of the program are presented in the form of vignettes that portray teachers’ projects designed to enable parents and community members to participate more fully in the life of the school. Conclusions are drawn about the relationship between teacher leadership and a transformative approach to the intercultural education. 相似文献
19.
This article provides a case study of the development of the Open Learning Systems Education Trust's “English in Action” programme in South Africa from 1993 to the end of 2004. It describes the programme's development from a model focused on enhancing learner involvement and learner gains to a model of distance education and open learning focused on promoting teacher and learner gains through school, classroom, and teacher support, and through in‐service teacher training. It documents the expansion of schools, teachers, and learners involved in the programme over a 12‐year period. It also points out the implications and limitations of the use of radio to enhance teacher and learner involvement in open learning, in terms of the renewed interest in radio learning which has taken place over recent years in developing countries, as well as more broadly internationally. 相似文献