Reading and talking with 7- to 9-year-olds     

L. Alison Burgess 《Journal of Research in Reading》1985,8(1):59-59

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Solving the "Rural School Problem": New State Aid, Standards, and Supervision of Local Schools, 1900–1933     

Tracy L. Steffes 《History of education quarterly》2008,48(2):181-220

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LIBRARY NEW YORK ACADEMY OF MEDICINE     

Smith LE 《Bulletin of the Medical Library Association》1919,9(1):6-7

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Early childhood teachers' views of nature of science: The influence of intellectual levels,cultural values,and explicit reflective teaching     

Valarie L. Akerson  Cary A. Buzzelli  Lisa A. Donnelly 《科学教学研究杂志》2008,45(6):748-770

This study tracked the influence of explicit reflective instructional methods on cultural values, ethical and intellectual development, and the relationship of these with preservice teachers' views of nature of science (NOS). The researchers used the Views of Nature of Science Form B (VNOS B) to describe NOS views, the Learning Context Questionnaire (LCQ) to classify preservice teachers' ethical and intellectual positions using Perry's scheme, and the Schwartz Values Inventory (SVI) to measure preservice teachers' cultural values. The interventions took place in two concurrent courses: a science methods course, and a foundations of early childhood course. The science methods course explicitly emphasized NOS throughout the semester, and the foundations of early childhood course reinforced these ideas through cultural activities that stressed empirical evidence. Analysis of data showed relationships between preservice teachers' Perry positions and responses on the VNOS B with those at higher positions exhibiting more informed NOS views. Relationships between preservice teachers' NOS views and their cultural values were identified, such as those at the dualism position holding achievement more highly for scientists than those at other Perry positions. The values preservice teachers held personally were different from those they held as important for scientists. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 748–770, 2008  相似文献   

The Integration of Common Core and Response to Intervention: Supporting Vulnerable Readers in a Time of Sophisticated Standards     

Elizabeth L. Jaeger  P. David Pearson 《The Educational forum》2017,81(1):92-107

The Common Core State Standards and Response to Intervention are significant contemporary educational initiatives that have emerged largely in isolation from one another. We argue that an integration of these initiatives is beneficial. We trace the independent development of these two initiatives and offer suggestions for how they might fruitfully transact, fully supporting vulnerable readers in their efforts to master sophisticated standards. Results from a school implementing these initiatives as an integrated whole are discussed.  相似文献   

Teacher Leader Model Standards and the Functions Assumed by National Board Certified Teachers     

Allison Swan Dagen  Aimee Morewood  Megan L. Smith 《The Educational forum》2017,81(3):322-338

The Teacher Leader Model Standards (TLMS) were created to stimulate discussion around the leadership responsibilities teachers assume in schools. This study used the TLMS to gauge the self-reported leadership responsibilities of National Board Certified Teachers (NBCTs). The NBCTs reported engaging in all domains of the TLMS, most frequently with Domain 1: Fostering a collaborative culture to support educator development and student learning, and least frequently with Domain 7: Advocating for student learning and the profession.  相似文献   

Attending to Nuanced Emotions: Fostering Supervisees' Emotional Awareness and Complexity          下载免费PDF全文

Jodi L. Tangen 《Counselor Education & Supervision》2017,56(1):65-78

There is limited supervision research exploring how supervisees learn emotional awareness and complexity. In this article, the 5 levels of emotional awareness and 3 aspects of emotional complexity are explored in light of the supervision enterprise. In addition, 2 supervision intervention guides and a case example are provided.  相似文献   

TEACHING READING COMPREHENSION TO LEARNERS WITH AUTISM SPECTRUM DISORDER: PREDICTORS OF TEACHER SELF‐EFFICACY AND OUTCOME EXPECTANCY          下载免费PDF全文

Amy L. Accardo  Elizabeth G. Finnegan  Steven P. Gulkus  Clare K. Papay 《Psychology in the schools》2017,54(3):309-323

Learners with autism spectrum disorder (ASD) often exhibit difficulty in the area of reading comprehension. Research connecting the learning needs of individuals with ASD, existing effective practices, teacher training, and teacher perceptions of their own ability to teach reading comprehension is scarce. Quantitative survey methodology and hierarchical regression analysis were utilized to investigate teacher preparedness to use effective practices, along with the job‐related factors of experience, administrator support, learner verbal ability, and instructional setting, as predictors of (1) teacher perceived self‐efficacy and (2) teacher perceived outcome expectancy teaching reading comprehension to learners with ASD. Study findings, based on 112 teacher participants, indicate that teachers with a higher confidence in using effective practices have both a higher perception of their own ability to teach comprehension (self‐efficacy), and a higher expectation of their own ability to increase instructional outcomes in learners with ASD (outcome expectancy). Implications for practice include professional development recommendations and provision of ongoing support from principals and administrators.  相似文献   

Communities and School Ratings: Examining Geography of Opportunity in an Urban School District Located in a Resource-Rich City     

Terrance L. Green  Joanna Sánchez  Emily Germain 《The Urban Review》2017,49(5):777-804

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ACADEMIC LEADERSHIPS VIEWS OF SCHOOL PSYCHOLOGY AND BLACK STUDENTS: THE CASE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES          下载免费PDF全文

Amirah Beeks  Scott L. Graves  Jr 《Psychology in the schools》2017,54(6):612-623

The purpose of this study was to understand academic leadership's views of the field of school psychology. This is the first study that has attempted to incorporate the views of historically Black college and university (HBCU) Psychology Department Chairs' regarding the field of school psychology and the potential development of school psychology programs at HBCUs. The results indicated that Department Chairs at HBCUs are not recommending the field of school psychology to their students based on a variety of reasons related to their views of the field (e.g., lack of focus on Black research issues). Despite the shortage of school psychologists and ample career opportunities, Department chairs in our sample do not recommend the field of school psychology as a first option graduate school choice. Implications are discussed in terms of increasing the number of African Americans in the field of school psychology.  相似文献