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1.
Abstract

The authors assessed how classroom structure influenced student achievement goal orientation for mathematics. Three elementary school classes were assigned randomly to 1 classroom structure condition: token economy, contingency contract, or control. Students in each condition were required to set individual achievement goals on a weekly basis. The authors assessed differences in goal orientation by comparing the number of learning vs. performance goals that students set within and across classroom structure conditions. Results indicated that students in the contingency-contract condition set significantly more learning goals than did students in other classroom structure conditions. No significant differences were found for performance goals across classroom structure conditions. Within classroom structure conditions, students in the contingency-contract group set significantly more learning goals than performance goals, whereas students in the token-economy condition set significantly more performance goals than learning goals.  相似文献   

2.
Abstract

The capability of the relationship between peer orientation and achievement to remain in research methodology courses when cooperative learning techniques are introduced was investigated. Participants comprised 159 students enrolled in 7 sections of a graduate-level research methodology course at a southern university over 2 semesters. The students, who were administered a learning-style instrument, were enrolled in sections in which cooperative-learning groups were formed to undertake the major course requirements. Findings revealed a small but statistically significant relationship between peer orientation and achievement; students who were more oriented toward cooperative learning attained lower levels of achievement than did those who did not have an orientation toward cooperative learning. Further research is warranted.  相似文献   

3.
Abstract

This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.  相似文献   

4.
ABSTRACT

In the study, the impact of inquiry-based learning on pre-service teachers’ critical thinking dispositions was investigated. The sample of the study comprised of 56 pre-service teachers in the science education teacher education programme at the public university in the north of Turkey. In the study, quasi-experimental design with an experimental and a control group were applied to find out the impact of inquiry-based learning on the critical thinking dispositions of the pre-service teachers in the teacher education programme. The results showed that the pre-service teachers in the experimental group did not show statistically significant greater progress in terms of critical thinking dispositions than those in the control group. Teacher educators who are responsible for pedagogical courses in the teacher education programme should consider that the inquiry-based learning could not be effective method to improve pre-service teachers’ critical thinking dispositions. The results are discussed in relation to potential impact on science teacher education and implications for future research.  相似文献   

5.
Abstract

Early studies of leadership traits proved inconclusive. More recent research has focused on behaviors and the interactions of leader traits with situational variables. Whatever the situational variables might be, however, leaders do project an image through behaviors which can be perceived by the groups they lead. In the present research it was hypothesized that educational leaders’ perceptions of their own task-human relations orientation would tend to be related to their group’s perception. It was hypothesized that the leaders’ administrative theory orientation, on the other hand, would not readily be perceived as behaviors but would nevertheless be related to their behavior. Analysis of the data from the present study supports the.se notions.  相似文献   

6.
Abstract

Multipurpose community colleges have a special opportunity for distinction through one of their missions—community development. One southern community college has assessed the similarities and differences of the perceptions of selected community leaders and of the college professional staff concerning the role of the college in community development.

The opinions of both groups were very similar, but the community leaders showed more variation in perceptions. Both groups believed the college should be involved in community development activities, but that the college could meet the needs of individuals better than it could meet community-wide needs. The college professional staff was more opposed to granting academic credit for community development activities such as work experiences of students and continuing education courses than were the community leaders.

As a philosophical approach to community development, both groups preferred the college's approaching community improvement through the organization of a wide spectrum of people concerned with democratic processes, self-help, and educational objectives. This process approach requires professional staff members with organizational, research, survey, and teaching skills to assist the community in working to solve problems.  相似文献   

7.
Abstract

An instructional program was developed to teach elementary pupils how to parapluase dictionary defmitions into meaningful sentences. Theoretically, the learner processes the meaning of the new words, thereby improving comprehension. Children who were given the instructional program scored higher on a test of word meaning and received better rating of the sentences they composed, following a series of t1uee study-test trials, than control subjects. A second experimental group that practiced composing parapluased sentences, but who received no special training in how to do so, did not score significantly higher than control subjects, nor significantly lower than members of the instruction group.  相似文献   

8.
Paul Bracey 《Education 3-13》2016,44(1):101-112
ABSTRACT

This study provides an evaluation of history subject leader's perceptions of a project called ‘Shaping the Future’, together with their attitudes towards Black History and diversity. It found that primary subject leaders were less likely to attach importance to these dimensions than their counterparts in secondary schools, whilst only a small minority of subject leaders made use of the project. Nevertheless, the findings provided insights into how some subject leaders used them as threads or within topics in their curriculum. The study argues that this provides a model for developing Black History as a means of understanding the past which is applicable to meeting the needs of all children.  相似文献   

9.
ABSTRACT

STEM Education is sweeping the United States, prompted primarily by the recent adoption of the Next Generation Science Standards. The surge in interest in STEM Education is beneficial for local schools and communities, and promises to positively impact students, teachers, school leaders, community members, and the future workforce. Unfortunately, inequitable hegemonic structures and practices limit urban students’ access to knowledge, resources, and a comprehensive and fair educational experience. This article explores the STEM activities in place at the Center for Innovation in STEM Education (CISE), at a local university in greater Los Angeles. From a historical context, CISE data show that an approach to STEM education that focuses on serving underrepresented populations by creating a pipeline, can serve as an example for K-12 schools, universities, and educational leaders seeking equitable practices in the field of STEM education. We identify implications for leadership development for school leaders, teacher leaders, and districts.  相似文献   

10.
This study examined the effects of group relaxation training/large muscle exercise and parental involvement on attention to task, impulsivity, and locus of control among 34 hyperactive boys. Subjects were randomly assigned to treatment (T1 and T2) and control groups. The experimental treatments each included three once‐weekly group sessions of relaxation training and large muscle exercise; in addition, parents were involved with the intervention for T2 subjects. (Parental participation unfortunately was less than planned.) Following treatment both experimental groups recorded significantly higher attention to task, lower impulsivity, and lower locus of control scores, indicating a more internal orientation. While differences between treatment and control groups were clear‐cut, those between the two treatment groups were not; T1, subjects demonstrated higher attention to task, lower impulsivity, and more external locus of control scores in comparison with T2, subjects. While relaxation training and large muscle exercise appear to warrant inclusion in programs involving hyperactive children, no such recommendation can be made for including parents at this stage.  相似文献   

11.
Abstract

This study aimed to evaluate the impact of the “I Found a Solution” computer‐assisted social skills intervention program on students with mild mental retardation. Teachers randomly divided students from two Israeli special schools (58 males, 29 females; aged 10.6 to 17.11 years) into an experimental and a control group. Teachers trained the experimental group using a social skills package including computerized social conflict scenarios and adventure games, group discussions, and homework tasks. Within the same time frame, teachers trained the control group to use various academic computer software programs. Following the intervention process, the research team collected information on students' self‐reported social skills and teachers' ratings of the students' adaptive classroom behavior. The experimental group performed significantly better than controls on posttest criteria. Teachers rated trained students as demonstrating better task orientation and less aggression and behavior difficulties. On subjective self‐reports, trained students reported more cooperation and assertion than the control group, but self‐control and empathy measures did not differentiate between groups. The use of a naturalistic mini‐environment for experimenting and rehearsing effective social strategies appears promising but requires further exploration.  相似文献   

12.
Abstract

The present study compares Israeli adolescents from Eastern, i.e., African‐Asiatic descent and Western, i.e., European‐American descent, with respect to locus of control (LOC) and moral judgement. It was assumed that the differential patterns of socialization that characterize the two ethnic groups, would be reflected by the subjects’ LOC and moral judgement. It was hypothesized that more internal LOC orientation and more relativistic moral judgement would be associated with Western than with Eastern patterns of socialization. The results confirmed the general hypothesis. Israeli adolescents of Eastern descent were found to be more externally oriented and their moral judgement to be more realistic than adolescents of Western descent. No relationship between LOC and moral judgement within each of the origin groups was found. The results are discussed in terms of socialization patterns and child‐rearing practices.  相似文献   

13.
ABSTRACT

How do educators learn to be teacher leaders? In this qualitative survey research study, we explored perceptions of 227 former induction program participants concerning teacher leadership (65% response rate). Methodologically, we conducted qualitative coding of open-ended survey data. Defined teacher leadership, participants often referred to their mentor. They reported currently serving in a wide variety of teacher leadership roles. They suggested the induction program and their mentors nurtured them to become teacher leaders. Examining the data, we conclude that during the program mentors demonstrate to novices teacher leader characteristics, as they share best practices, model professionalism, and offer support. They normalize that leadership is simply a part of good teaching. When the participants graduate and work in classrooms, many draw upon their induction experiences and emerge as teacher leaders. Data suggest that to increase teacher leadership, more comprehensive, full-time mentoring induction programs are warranted.  相似文献   

14.
Abstract

Teachers who organize for educational equity and social justice generally do so through teacher-led professional networks. Community organizations (COs) that seek to support such teacher leaders can face challenges in working with their organic and often horizontally organized networks. This article examines three case studies of COs that developed successful alliances with urban teacher leaders in teacher-led networks and identifies specific strategies COs used to support the teachers.  相似文献   

15.
ABSTRACT

Community College leaders face new and diverse challenges, often requiring different orientations to leadership than were effective previously. Yet, focusing on leadership as a series of career stages through which particular skills and techniques are learned often leaves leaders without the capacity to do the adaptive work required of their changing organizations. Conceptualizing leadership as an on-going process of learning relinquishes the need for a specific career orientation, and focuses on developing and sharing leadership throughout the college. Taking this approach uncovers mental models that affect how administrators see the world and, therefore, act within any environment. It shifts the goal of leadership preparation to understanding the concepts (and processes) of transforming organizational reality, challenging organizational status quo, and of deep change. It also ties leadership more directly to creating learning environments for leaders and others, which is important for community colleges interested in fulfilling the role of learning colleges. A model presenting leadership as learning concepts is presented, showing changes over time reflecting cognitive development of leaders and followers.  相似文献   

16.
Summaries

English

An attempt was made to compare the types of outdoor activities chosen by school teachers versus community centre leaders. OBIS (Outdoor Biology Instructional Strategies) was used as a model of an environmental programme. Results show that teachers relate outdoor activities to subjects studied by children in class; they choose activities according to concepts presented and group activities around a common topic. Teachers are equally divided by their preferences for activity form: simulation, organism study or game. Community leaders most often chose activities in the form of games and they attribute more importance to the ‘fun’ of the activity and its attractiveness to children. Both groups did not consider participation in a workshop as an important factor in choosing the activities.

It was concluded that in order to spread environmental knowledge, it is necessary to provide many activities to select from, rather than a few units heavily burdened with subject matter.  相似文献   

17.
Abstract

Motivation differences of gender, science class type (biological vs. physical), and ability level of 242 high school students were investigated. High achievers and physical science students had higher scores than did low achievers and biological science students on academic goals, valuing science, and perceived ability. Boys had higher scores than did girls on perceived ability and stereotyped views of science. For only a subset of variables, these main effects were moderated by class type using achievement-level interaction. The class type main effect was moderated by gender in only one instance. Gender did not interact with achievement level for any variable. Instructional implications are discussed.  相似文献   

18.
Abstract

Fifth-grade students (N = 103) from 4 classrooms were administered a multiple-choice test of Piaget tasks (B. J. Wadsworth, 1996). Fifty of the students were identified as preoperational in their cognitive understanding. Two of the classrooms served as the experimental group for 24 identified students; 26 students were in 2 classrooms that served as the control group. The experimental group received special lessons and activities designed to increase abilities in concrete and abstract thinking. The school had a large Hispanic population; therefore, the students received the instruction in the language in which they demonstrated mastery. Students in the experimental group showed a significantly greater increase in concrete operations than did the control group. All the students in the 2 experimental classrooms indicated greater use of concrete operations than did the students in the 2 control classrooms.  相似文献   

19.
ABSTRACT

This paper charts the experiences of a group of young people and their involvement in a local government initiative to engage young people in public decision-making. Activated through a youth leaders’ council that sought to influence and inform local government decision-making, the participating young people were given responsibility for enacting focus projects in collaboration with local government personnel. However, this method of simply bringing young people together with local government decision-makers did not automatically alter the way that decisions came to be made and ironically resulted in interactions that went some way to further reinforce existing perceptions of young people as incapable in situations of public administration. This paper reports on a case example detailing an interaction between the youth leaders and local government councillors, and will suggest that the experience of the young people involved in the youth leaders’ council can be understood against a dynamic of ‘constraint’.  相似文献   

20.

This emergent case study explores a special case of mentoring about the value and relevance of graduate administration programmes for professionals aiming to lead schools. It describes a questionnaire that was piloted with a graduate education group and then completed by beginning school administrators who were also interviewed. A graduate professor and student in a leadership programme collaborated on this study in order to more fully represent crucial perspectives. Their analysis of the questionnaire data suggests that some administrative tasks and duties (e.g., mediating school conflicts) are considered of the utmost importance for new school leaders to know. Topics covered by this emergent analysis of administrator preparation and related reform issues include a veteran teacher's story, major climate issues, literature on school administrator preparation that elucidates mentoring themes, insights from new school administrators, and examples of graduate programmes that include relevant education internships. Discussion focuses on concepts and examples of educational internship solutions and initiatives. The authors conclude with a call for programmatic improvement from the perspective of challenges that will need to be addressed to ensure change.  相似文献   

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