Examination for Bias in Principal Ratings of Teachers' Preparation     

Paul Beare  Colleen Torgerson  James Marshall  Susan Tracz  Robin Chiero 《The Teacher Educator》2014,49(1):75-88

The Department of Education is moving to change accountability for teacher preparation institutions to include surveys of the graduates and their supervising principal following paid employment. This study describes one of a number of quantitative studies that examine the validity and usefulness of such follow-up surveys. Using multiple years of data, the authors examined the effect of teacher socioeconomic status and ethnicity on principals' evaluation of the teachers' preparation. The results indicated that there was no difference in ratings based on graduates' parent education, family income, or ethnicity. Post hoc evaluation showed that Latino teachers were rated better prepared to work with diversity in the classroom and to teach English learners. Bias does not appear to be part of principal evaluation. However, because principals are prone to rating teachers on a binary, satisfactory/unsatisfactory basis, follow-up surveys may not be the most useful tool for assessing some nuances of teacher preparation.  相似文献   

Evidencing the impact of teaching-related CPD: beyond the ‘Happy Sheets’     

Lucy Spowart  Jennie Winter  Rebecca Turner  Reema Muneer  Colleen McKenna  Pauline Kneale 《International Journal for Academic Development》2017,22(4):360-372

Abstract

In this paper we report the outcomes of a national survey of academic development staff in a range of UK HE Institutions to consider the approaches adopted to evaluate teaching-related continual professional development (CPD). Despite the increasing drive towards accountability, the majority of respondents undertook no benchmarking to establish existing knowledge, there was minimal use of existing data sets, and few evaluated provision longitudinally. We argue that in order to arrive at an evidence-informed approach, evaluation and teaching-related CPD must be clearly conceptualised, and aligned with institutional priorities. The involvement of students with staff CPD could also be usefully explored.  相似文献   

“Two Perspectives” on Teaching Crime Films     

Colleen Kadleck  Alexander M. Holsinger 《Journal of Criminal Justice Education》2018,29(2):178-197

Due to the media, many students enter undergraduate Criminal Justice programs with biased and/or entertainment-based perceptions about justice generally, and the Criminal Justice system in particular. As a result, many instructors may be compelled to do regular “myth busting” in order to instill a more realistic understanding of Criminal Justice. However, these “myths” hold potential as learning tools in a specific course that confronts and deconstructs them head on. The current paper is about the use of popular media (specifically produced films) as the primary focus of a Criminal Justice course. While such courses tend to be very popular with students, and are potentially very useful in a comprehensive curriculum, there are many considerations when implementing them effectively. Using both student and faculty perspectives, we present the major concerns that need to be considered and addressed when implementing courses that focus solely on Criminal Justice within the popular media.  相似文献   

Behavioral problems among children whose mothers are abused by an intimate partner   总被引：7，自引：0，他引：7  

Kernic MA  Wolf ME  Holt VL  McKnight B  Huebner CE  Rivara FP 《Child abuse & neglect》2003,27(11):1231-1246

OBJECTIVES: To determine the association between children's exposure to maternal intimate partner violence (IPV) and behavior problems as measured by the parent report version of the Child Behavior Checklist (CBCL). METHODS: The study population was comprised of 167 2- to 17-year-old children of Seattle women with police-reported or court-reported intimate partner abuse. The CBCL normative population served as the comparison group. Risk of behavior problems was calculated among the exposed children, in the presence and absence of a history of reported child maltreatment, relative to the normative population. Multiple logistic regression served as the primary method of analysis. RESULTS: Children exposed to maternal IPV were more likely to have borderline to clinical level scores on externalizing (i.e., aggressive, delinquent) behavior (RR=1.6, 95% CI: 1.2, 2.1) and total behavioral problems (RR=1.4, 95% CI: 1.1, 1.9) compared to the CBCL normative sample after adjusting for age and sex. Children who were exposed to maternal IPV and were victims of child maltreatment were more likely to receive borderline to clinical level scores on internalizing (i.e., anxious, depressed) behaviors (RR=2.6, 95% CI: 1.5, 3.6), externalizing (i.e., aggressive, delinquent) behaviors (RR=3.0, 95% CI: 1.9, 4.0) and total behavioral problems (RR=2.1, 95% CI: 1.2, 3.2) compared to the CBCL normative sample after adjusting for age and sex. CONCLUSIONS: Exposure to maternal IPV is significantly associated with child behavioral problems both in the presence and absence of co-occurring child maltreatment. Appropriate attention to the mental health of children living in households with IPV is needed.  相似文献   

Lifelong learning characteristics,adjustment and extra-role performance in cooperative education     

David Drewery  Colleen Nevison  T. Judene Pretti  Antoine Pennaforte 《Journal of Education & Work》2017,30(3):299-313

Many organisations hire students from cooperative education (co-op) programmes. These organisations are interested in students’ performance, particularly in their extra-role performance. Previous studies show that socialisation processes play an important part in establishing adjustment and performance. It may also be the case that students’ approach to learning (their motivations, attitudes and strategies) influences the socialisation process, and consequently adjustment and performance. The purpose of this study was to examine the influence of co-op students’ lifelong learning characteristics on two organisational socialisation outcomes (role understanding and social acceptance) and three types of extra-role performance (proactive, adaptive and prosocial). Data were collected from a cross-sectional survey of undergraduates (n = 1698) enrolled in co-op who had just completed a work term in a new role. Regression analyses showed that lifelong learning characteristics influenced both forms of adjustment, and all three forms of performance. Further mediation analyses showed that both forms of adjustment partially mediated the relationships between lifelong learning and all three forms of performance. These results suggest that co-op students’ lifelong learning characteristics play an important role during organisational socialisation and subsequent extra-role performance. Implications for future research and for practice are discussed.  相似文献   

Capitalizing on Early Childhood Education: Low-Income Immigrant Mothers’ Use of Early Childhood Education to Build Human,Social, and Navigational Capital     

Colleen K. Vesely  Marriam Ewaida  Katina B. Kearney 《Early education and development》2013,24(5):744-765

Research Findings: Research indicates that early childhood education (ECE) serves various functions for societies and in turn families, including economic, educational, and social functions (Fukkink, 2008 Fukkink , R. ( 2008 ). A contextual analysis of social function, general stimulation, and child participation in educational facilities for young children in The Netherlands . Retrieved from the University of Amsterdam digital academic repository: http://dare.uva.nl/record/297883  [Google Scholar]; Vandenbroeck, 2006 Vandenbroeck , M. ( 2006 ). Globalisation and privatisation: The impact on childcare policy and practice (Working Paper No. 38) . Retrieved from the Bernard van Leer Foundation website: http://issuu.com/bernardvanleerfoundation/docs/globalisation_and_privatisation_the_impact_on_chil  [Google Scholar]). Using qualitative methods, we explored an aspect of the social function of ECE for low-income immigrant families. Specifically, in-depth interviews with 40 low-income immigrant mothers (19 Africans, 21 Latinas) were conducted to understand how low-income Latina and African immigrant mothers use their children's ECE programs to build human, social, and navigational capital. Latin American and African mothers both developed capital through interactions with their children's ECE programs. However, Latina mothers tended to rely on ECE more for building all 3 types of capital. Practice or Policy: The findings from this study highlight the significant role that ECE providers play in the lives of families, and particularly immigrant families, that goes beyond basic economic and educational supports. These findings point to the importance of training ECE educators and staff in fostering connections among and between families in their programs; educating parents, as many parents rely on their ECE programs for parenting advice and support; and working with local community agencies and resources to benefit children and families.  相似文献   

Mathematics Teacher Educators' Perceptions and Use of Cognitive Research     

Elida V. Laski  Todd D. Reeves  Colleen M. Ganley  Rebecca Mitchell 《Mind, Brain, and Education》2013,7(1):63-74

Instructors (N = 204) of elementary mathematics methods courses completed a survey assessing the extent to which they value cognitive research and incorporate it into their courses. Instructors' responses indicated that they view cognitive research to be fairly important for mathematics education, particularly studies of domain‐specific topics, and that they emphasize topics prominent in psychology studies of mathematical thinking in their courses. However, instructors reported seldom accessing this research through primary or secondary sources. A mediation analysis indicated that mathematics methods instructors' perception of the importance of the research predicts their incorporation of it in their courses, and that this relation is partially mediated by their accessing of it. Implications for psychologists who have an interest in education and recommendations for facilitating the use of cognitive research in teacher preparation are discussed.  相似文献   

Identifying the potential organizational impact of an educational peer review program     

Kate E. Toth  Colleen A. McKey 《International Journal for Academic Development》2013,18(1):73-83

The literature on educational peer review (EPR) has focused on evaluating EPR's impact on faculty and/or student learning outcomes; no literature exists on the potential organizational impact. A qualitative (case study) research design explored perceptions of 17 faculty and 10 administrators within a school of nursing in an Ontario university regarding the potential impact of an EPR program on organizational goals. Findings suggested that the implementation of an EPR program may increase consistency in the delivery of the curriculum, provide opportunities for faculty development, act as a method of teaching evaluation, and enhance faculty retention. Higher education institutions may be more likely to provide the resources required for EPR if the organizational benefits can be demonstrated.

La documentation au sujet de “l'évaluation éducative par les pairs” (educational peer review) (EPR) est centrée sur l'étude d'impact de l'EPR sur les objectifs d'apprentissage (learning outcomes) des enseignants et/ou des étudiants; il n'existe aucune documentation portant sur l'impact organisationnel potentiel. Cette recherche qualitative (études de cas) a permis d'explorer les perceptions à l'égard de l'impact potentiel d'un programme d'EPR sur les objectifs organisationnels de 17 enseignants et 10 administrateurs provenant d'une école de sciences infirmières rattachée à une université de l'Ontario (Canada). Les résultats suggèrent que l'implantation d'un programme d'EPR peut accroître la constance de mise en ?uvre du cursus, fournir des occasions de développement pédagogique, servir de méthode d'évaluation de l'enseignement, et améliorer la rétention du corps enseignant. Les institutions d'enseignement supérieur seront peut‐être davantage susceptibles de fournir les ressources nécessaires à l'EPR si l'on peut faire la preuve de ses bénéfices organisationnels.  相似文献   

The Poor Man's Lamb Revisited? Assessing the State of LPFM at its 10th Anniversary     

Colleen Connolly-Ahern  Amit Schejter  Jonathan A. Obar 《The Communication Review》2013,16(1):21-44

In this article the authors report the results of a year-long investigation into the state of the low-power FM (LPFM) industry on its 10th anniversary. They question whether LPFM stations give voice to the previously voiceless as envisioned or, as some research has indicated, benefit religious communities' efforts to expand their cultural reach. Using a 2-phase study, the authors first mapped the LPFM industry using Federal Communications Commission data and public information provided by LPFM stations and their owners and operators over the Internet. The authors then conducted interviews with dozens of LPFM operators across the United States. Results indicate that large interests, in particular religious organizations, have created de facto networks that rely on outside entities for the majority of programming, thus circumventing the spirit of the original policy.  相似文献   

TIMELIT: Topics in Medical Education Database     

Roberta Bronson Fitzpatrick 《Medical reference services quarterly》2013,32(1):56-64

TIMELIT is a database covering the topic of medical education. Entries in this resource cover a range of topics from professional education to both health and patient education. This column will provide an overview of the database and its content, as well as give basic information about searching TIMELIT.  相似文献