Ethnographic Data and Education Policy Analysis: Recent Qualitative Research     

Cynthia Porter-Gehrie 《Educational theory》1979,29(3):255-262

Review of Harry F. Wolcott, Teachers vs. Technocrats: An Eduacational Innovation in Anthropological Perspective (Eugene, Ore.: Univ. of Oregon, 1977).
Review of Safe School Study: Violent Schools – Safe Schools (Washington, D.C.: U.S. Government Printing Office, 1978).
Review of Ray Rist, The Invisible Children: School Integration in American Society (Cambridge, Mass.: Harvard Univ. Press, 1978).  相似文献   

Scientists,government and organised research in great Britain, 1914-16     

Eric Hutchinson 《Minerva》1970,8(1-4):454-457

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African American preschool children's physical activity levels in Head Start     

Shen B  Reinhart-Lee T  Janisse H  Brogan K  Danford C  Jen KL 《Research quarterly for exercise and sport》2012,83(2):168-174

The purpose of this study was to describe the physical activity levels of urban inner city preschoolers while attending Head Start, the federally funded preschool program for children from low-income families. Participants were 158 African American children. Their physical activity during Head Start days was measured using programmed RT-3 accelerometers. Results revealed that the children spent the most time in sedentary and light physical activity, while their participation in moderate-to-vigorous physical activities was low. Given the sedentary class format and limited physical space for the Head Start programs observed, we suggest adding a structured physical activity component to Head Start schools to fight the overweight and obesity crisis.  相似文献   

Characteristics of project management at institutions sponsoring National Library of Medicine MedlinePlus Go Local     

Cynthia A. Olney  Joyce E. B. Backus  Lori J. Klein 《Journal of the Medical Library Association》2010,98(1):65-72

Objectives:

Through interviews with the National Library of Medicine''s MedlinePlus Go Local collaborators, an evaluation team sought to identify process characteristics that are critical for long-term sustainability of Go Local projects and to describe the impact that Go Local projects have on sponsoring institutions.

Methods:

Go Local project coordinators (n = 44) at 31 sponsor institutions participated in semi-structured interviews about their experiences developing and maintaining Go Local sites. Interviews were summarized, checked for accuracy by the participating librarians, and analyzed using a general inductive methodology.

Results:

Institutional factors that support Go Local projects were identified through the interviews, as well as strategies for staffing and partnerships with external organizations. Positive outcomes for sponsoring institutions also were identified.

Conclusions:

The findings may influence the National Library of Medicine team''s decisions about improvements to its Go Local system and the support it provides to sponsoring institutions. The findings may benefit current sponsoring institutions as well as those considering or planning a Go Local project.

Highlights

• Many project coordinators said they underestimated the level of work their National Library of Medicine (NLM) MedlinePlus Go Local projects would require, but most expressed dedication to the project and optimism about project sustainability.
• An institutional record of community service or outreach and a director who was supportive of the project were important factors in the progress and sustainability of Go Local projects.
• Go Local projects brought recognition to some sponsoring institutions from their parent institutions or their communities and provided opportunities to establish better relations with other libraries and institutions.
• Go Local projects ran more smoothly when a person, even a temporary hire, with dedicated time for the project was in charge during the initial building phase. Volunteer assistance has been difficult to motivate and sustain.

Implications

• NLM''s Go Local proposal guidelines accurately identify the factors that institutions should pay close attention to when planning a Go Local project.
• NLM should emphasize continuity plans to address project coordinator turnover.
• NLM should develop a more formal orientation plan for new project coordinators to assist program continuity at the sponsoring institutions.

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Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

The development of beginning mathematics teacher pedagogical content knowledge     

John K. Lannin  Matthew Webb  Kathryn Chval  Fran Arbaugh  Sarah Hicks  Cynthia Taylor  Rebecca Bruton 《Journal of Mathematics Teacher Education》2013,16(6):403-426

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.  相似文献   

Lived meanings: what teachers mean when they say they are learner‐centered     

Cynthia Paris  Barbara Combs 《Teachers and Teaching》2013,19(5):571-592

While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them.  相似文献   

Academic and Student Affairs Issues Post Hurricane Katrina     

Camille Jarrell  Raymonda Dennis  Marian Jackson  Cynthia A. Kenney 《Community College Journal of Research & Practice》2013,37(3):235-250

This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans.  相似文献   

Listening to Student Concerns: An Instructional Strategy to Expand Student Perspectives     

Cynthia Lashley 《Journal of Early Childhood Teacher Education》2013,34(2):190-201

It is well documented in the literature that relationships influence the lives of young children (birth to second grade). Consequently, it is essential that young children's caregivers and teachers build professional relationships with children's parents, because these relationships influence the children's present and later learning environments both at home and in school. While listening to parents is a well-established value in the field of Early Childhood Care and Education, details about what “listening to parents” means seem less clear in the literature, research, and our own pedagogy as early childhood educators. Incidentally, teacher candidates and advanced teacher students (hereafter referred to as “our students”) sometimes voice concerns related specifically to listening to parents. Yet, answers to such concerns also seem limited in the literature and the research. Therefore, the intent of this reflective position paper is threefold: to provide my fellow teacher educators with three literature-based reasons to share with our students about why it is important to listen to parents; to indentify familiar comments, concerns, and feelings that our students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence our students' practices.  相似文献   

Timeless and Timely Advice: A Commentary on “Consultation to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback     

Cynthia E. Hazel 《Journal of educational and psychological consultation》2013,23(2-3):125-132

This commentary on Zins and Illback's (1995) Zins, J. E. and Illback, R. J. 1995. Consultation to facilitate planned organizational change in schools. Journal of Educational and Psychological Consultation, 6: 237–245. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more recent change models provide guidance for realizing a change from an individual, remedial focus to a population-based and preventative practice.  相似文献