Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

Introducing veteran critical theory     

Glenn A. Phillips  Yvonna S. Lincoln 《International journal of qualitative studies in education》2017,30(7):656-668

Research on student veterans is in an infant state. As veterans continue to enroll in institutions of higher education, researchers must explore new ways of knowing student veterans. It is not enough to only describe and model this growing demographic, researchers must also have a tool for criticism and question. The next in an important tradition of emancipatory paradigms, this article suggests a critical theory built on current critical conversations but adapted for the unique characteristics of the student veteran. The article defines the need for a critical theory (Veteran Critical Theory), explains 11 tenets for this new theory, and discusses how these tenets could be used by administrators, faculty, student affairs professionals, and students in the higher education community.  相似文献   

The postmodern perfectionist,the pragmatic hedonist and the materialist maximalist: understanding high school students’ profile choices towards or away from mathematics,science and technology (MST) fields in the Netherlands     

D. Yazilitas  S. Saharso  G.C. de Vries  J.S. Svensson 《Gender and education》2017,29(7):831-849

This study focuses on high school students’ profile choices and the choice for or against the Nature and Technology (NT) profile in the Netherlands. A mixed-methods approach is used to study cultural values that affect this choice. The quantitative part of the study shows that being female is negatively correlated with the choice for the NT-profile, irrespective of the grade average for mathematics, chemistry and physics. It further shows that students’ ethnic background does not have a significant effect on this choice. The qualitative part of the study reveals that students’ choice processes towards or away from NT can be categorised in three ideal types: the postmodern perfectionist, the pragmatic hedonist and the materialist maximalist. Gender differences appear to be more pervasive across these types than differences in ethnic background.  相似文献   

Examining Teachers’ Attitudes and Experiences with Coaching to Inform Research-Based Practice: An Iterative Developmental Design Study     

Elisa S. Shernoff  Adam J. Lekwa  Linda A. Reddy  Candace Coccaro 《Journal of educational and psychological consultation》2017,27(4):459-485

The purpose of this qualitative study was to examine teachers’ attitudes and experiences with coaching. This study was conducted in advance of a planned randomized controlled trial of a coaching intervention to better align the model with teachers’ needs and goals. Thirty-four K–5 general (n = 26), special education (n = 6), and educational support staff (n = 2) working in two high-poverty schools participated in focus groups. Interrater reliability between independent coders was high (К = 0.92; range: 0.76–1.0). Thematic analyses identified facilitators and barriers to teacher participation in the planned intervention and were used to improve upon the existing coaching model. Themes focused on advantages and disadvantages to coaching and characteristics of effective coaches and coaching models. Implications of findings for research and practice are discussed.  相似文献   

Introduction to the Special Issue on Perspectivesand Experiences on Mentoring Undergraduate Students in Research: Part II     

Thomas Hagedorn  Jan Rychtář  Dewey T. Taylor 《PRIMUS》2017,27(4-5):437-441

Abstract

This issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed.  相似文献   

Social and Emotional Learning and Teacher–Student Relationships: Preschool Teachers’ and Students’ Perceptions     

Maria S. Poulou 《Early Childhood Education Journal》2017,45(3):427-435

The study aimed to investigate how teachers’ perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher–student relationships. Teachers’ perceptions of teacher–student relationships and the degree of agreement with students’ perceptions was also investigated. Preschool teachers from 92 public schools in central Greece completed the Self-Rated Emotional Intelligence Scale, the Teacher SEL Beliefs Scale, and the Student–Teacher Relationships Scale-Short Form for 238 students aged 5–6 years old. 170 students were interviewed using the Young Children’s Appraisal of Teacher Support. Regression analysis revealed that both teachers and students emphasized the role of teachers’ perceptions of SEL in positive teacher–student relationships. However, there was no agreement between teachers and students regarding teacher–student relationships. These findings and their implications for research and practice are discussed.  相似文献   

Social Justice: A Case-Study Examining the Influence of Primary Headteachers in Two Manchester Schools     

Christian Winterbottom  Shauna S. Winterbottom 《Early Childhood Education Journal》2017,45(6):755-768

Presently, there are a growing number of students in the primary schools in northwest England who are living in broken communities, exacerbated by the most recent global recession. Through social justice theory, this paper examines the influence of head teachers as they look to balance administrative and pedagogical experiences in the schools. Using a qualitative methodology, including observation, in-depth interviews, and field notes this case study focused on head teachers, teachers, and parents from two primary schools in the northwest of England. Specifically, this study investigates the influence of the headteachers while identifying a social justice pedagogical epistemology and strategies being used by teachers and schools who work with students from communities typically identified as living in low socio-economic areas. Foundational to this research is the belief that headteachers, families and teachers need to make concerted, intentional efforts to engage in and acquire appropriate knowledge for building effective, communicative relationship in order to benefit student achievement. A social justice perspective therefore should provide an unequivocal commitment to acting in just ways related to concepts of fairness and equity.  相似文献   

The Accessibility of Higher Education in the Russian Regions     

A.D. Gromov  D.P. Platonova  D.S. Semyonov  T.L. Pyrova 《Russian Education & Society》2017,59(1-2):38-67

This article provides a comparative analysis of accessibility of higher education across Russian regions in terms of the following three factors: the availability of admission opportunities; financial affordability; and geographic accessibility.

The study will be of interest to government agencies in higher education at various levels, analysts and researchers, as well as a wide range of readers focused on regional differences in higher education systems and policies.  相似文献   

Identifying pathways of teachers’ PCK development     

Dirk S. Wongsopawiro  Rosanne C. Zwart  Jan H. van Driel 《Teachers and Teaching》2017,23(2):191-210

This paper describes a method of analysing teacher growth in the context of science education. It focuses on the identification of pathways in the development of secondary school teachers’ pedagogical content knowledge (PCK) by the use of the interconnected model of teachers’ professional growth (IMTPG).The teachers (n = 12) participated in a one-year action research project focused on their individual concerns related to teaching science. The use of the IMTPG revealed that teachers use different pathways of learning to develop different aspects of their PCK. For each PCK component, three distinct pathways could be identified, two of which clearly were associated with professional growth. When examining these two pathways in detail, it was found that (1) teachers learned about new instructional strategies and assessment methods mostly through literature reviews and discussions with peers and (2) teachers who analyzed and reflected on student learning as it happened in their classrooms developed understandings that helped them to select and apply instructional strategies to further promote student learning. Both the analytical method as well as the identification of the different developmental pathways help to better understand teacher development in the context of classroom practices.  相似文献   

From the Editor’s Desk     

Ruth Trinidad Galván  Enrique G. Murillo 《Journal of Latinos & Education》2017,16(4):273-275

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