Gleanings from the Whirl     

Beatrice L. Caraway 《期刊图书馆员》2013,64(3-4):454-477

  相似文献   

CRITICAL EXAMINATION OF CANDIDATES' DIVERSITY COMPETENCE: RIGOROUS AND SYSTEMATIC ASSESSMENT OF CANDIDATES' EFFICACY TO TEACH DIVERSE STUDENT POPULATIONS     

Beatrice Hope Benton-Borghi  Young Mi Chang 《The Teacher Educator》2013,48(1):29-44

The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and dispositions to teach diverse students. The National Council of Accreditation of Teacher Education (NCATE) requires teacher education programs to engage in assessment practices that examine candidates' competence to teach diverse students and to inform the unit. In this article the authors discuss the need to triangulate the results of performance-based assessment and to systematically examine the growth of candidates' competence to teach every student. They propose a rigorous and systematic unit (i.e., teacher education program unit) assessment practice, using reliable and valid instruments to measure candidates' efficacy to teach diverse students, which will provide effective data for teacher education programs to become proactive to improve programs.  相似文献   

II. Literature Review     

Joseph Jaffe  Beatrice Beebe  Stanley Feldstein  Cynthia L. Crown  & Michael D. Jasnow 《Monographs of the Society for Research in Child Development》2001,66(2):8-38

  相似文献   

How young teachers experience their professional work in Chile     

Beatrice Avalos  Pilar Aylwin 《Teaching and Teacher Education》2007

This paper presents results from a qualitative study of 15 neophyte teachers in Chile who were part of a survey of 242 teachers in two geographical regions of the country. They were studied on the basis of questionnaires, interviews, observations and focus groups, all of which served to examine their teaching contexts and working conditions, how they recalled beginning to teach and its problems, their views about their profession and their work at the time of the study. The findings show interesting variations to those themes identified in the literature such as building of professional identity, their socialisation into schools, the relative weights of initial teacher education and experience, and the lack of support as they begin to teach.  相似文献   

Gleanings from the Whirl     

Edited by Beatrice L. Caraway 《期刊图书馆员》2017,73(3-4):365-374

  相似文献   

Surety     

Beatrice Munro Wilson 《The Educational forum》2013,77(3)

  相似文献   

Teacher Effectiveness: research in the Third World—highlights of a review     

Beatrice Avalos 《比较教育学》1980,16(1):45-54

  相似文献   

The influence of on-farm advice on beliefs and motivations for Swiss lowland farmers to implement ecological compensation areas on their farms   总被引：1，自引：0，他引：1  

Vanessa M. Gabel  Robert Home  Matthias Stolze  Simon Birrer  Beatrice Steinemann  Ulrich Köpke 《The Journal of Agricultural Education and Extension》2018,24(3):233-248

Purpose: Farmers hold a key to reaching biodiversity targets, but will only carry out this service to society if they are sufficiently motivated to do so. The aim of this study is to evaluate the potential of on-farm advice as a tool for motivating farmers to take action to preserve or even to enhance biodiversity on their farms.

Design/methodology/approach: To address this aim, we surveyed 133 farmers (response rate 43.9%), of whom 23 had received on-farm advice about farmland biodiversity conservation over a period of six years.

Findings: The results showed that key beliefs and motivations were positively influenced by farmer advisory services. Farmers who had received advice agreed significantly more strongly in the compatibility of biodiversity conservation and production; that biodiversity is important; and that nature conservation on farms is appreciated by society.

Practical Implications: These results allow the conclusion that on-farm biodiversity advice might be a useful way of positively influencing the beliefs and enhancing motivations of farmers to contribute to biodiversity conservation on their farms.

Theoretical implications: Although several papers have examined the influence of agricultural extension on farmer behaviour, the results of this study contribute to explaining some of the contradictions in the literature about the effectiveness of advisory services. Furthermore, this study addresses [Batary, P., L. V. Dicks, D. Kleijn, and W. J. Sutherland. 2015. “The Role of Agri-Environment Schemes in Conservation and Environmental Management.” Conservation Biology 29: 1006–1016.] challenge that there has been insufficient research on the link between farmer advice and the effectiveness of agri-environmental schemes.

Originality/value: This paper is among the first to address these research gaps and is the first to examine the influence of advice on farmer conservation behaviour in the Swiss context.  相似文献   

Building Literacy Links for Young Children     

Pauline Davey Zeece  Beatrice Harris  Nóirín Hayes 《Early Childhood Education Journal》2006,34(1):61-65

Well-chosen and wisely shared literature facilitates transitions and builds bridges in the lives of young children. Literature links are discussed and books are reviewed for infant, toddler, preschool, and primary age children and transitional readers.  相似文献   

Ghanaian mature students’ motivation to pursue degree programmes through distance education     

Samuel Amponsah  Beatrice Ayorkor Torto  Samuel Kofi Badu-Nyarko 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):585-606

Mature distance education students in Ghana, like part-time students all over the world, need to be motivated in order to enjoy their studies and succeed in what they do. In order to come up with incentives for such learners to join and complete a course, universities have to be aware of the characteristics and the socio-economic background of this group of learners and use an approach that best suits their needs at any given time. Based on Richard M. Ryan and Edward L. Deci’s self-determination theory, the authors of this article investigate the factors that motivate mature students to engage in distance education and how their motivation is sustained throughout their studies. Using a survey questionnaire, the authors collected data from 210 mature distance education students (106 males and 104 females; aged 30+) of the University of Ghana. Interestingly, some of the authors’ findings depart from the norm in terms of adult learners’ motivations and what extant literature holds as typified in the work of Ryan and Deci. Adult learners more generally are described in the literature as being mainly intrinsically motivated (e.g. by the desire to learn for its own sake, for the enjoyment it provides, or the feelings of accomplishment it evokes). Interestingly, this survey reveals that mature distance education students who were enrolled in a higher education programme offered by the University of Ghana were mainly extrinsically motivated, giving career development as their top reason for course selection.  相似文献