PURPOSES AND APPROACHES OF SELECTED MENTORS IN SCHOOL‐BASED MENTORING: A COLLECTIVE CASE STUDY     

Rebecca K. Frels  Anthony J. Onwuegbuzie  Rebecca M. Bustamante  Yvonne Garza  Judith A. Nelson  Mary Nichter  Elsa Soto Leggett 《Psychology in the schools》2013,50(6):618-633

Over the last decade, community leaders have connected with students through school‐based mentoring (SBM) programs (e.g., adults who mentor at‐risk students). However, research in the area of SBM is only on the cusp of understanding relationship elements for impacting youth. In this collective case study, we examined the perceptions and experiences of 11 selected mentors in dyadic relationships (i.e., mentee and mentor) to understand better ways to retain and to engage mentors for longer‐lasting mentoring relationships, providing a sense of connectedness for students. Specifically, we investigated purposes and approaches of mentoring through the voices and experiences of mentors working with elementary‐aged students in SBM. Results revealed self‐sustaining synergy within the dyads (with little or no program support) and themes of consistency, commitment, spirituality, playfulness, the use of self‐disclosure, creativity, and emphasis on the present. In addition, implications for cross‐cultural and, in particular, cross‐age mentoring are discussed. One exemplar case illustrates specific profile characteristics used to bridge age, gender, and cultural differences.  相似文献   

Parental disillusionment with school: prevalence and relationship with demographic variables,and phase,size and location of school     

Elsa Westergård  David Galloway 《Scandinavian Journal of Educational Research》2013,57(2):189-204

This study examines the prevalence of parental disillusionment with school and its relationship with demographic variables, and phase, size and location of schools. Findings are based on data from 1569 parents of children in grades 5 to 10 from 20 schools in 9 municipalities in Norway. Previous research in other countries shows benefits for the children's attainments at school of positive relationships between parents and teachers. However, only a few studies in Norway have focused on home–school collaboration. Parents in this study are more likely to report disillusionment in big schools than in small schools. Also, parents with low income tend to be more disillusioned than parents with high income. However, the general lack of significant differences between schools might indicate that parental disillusionment was more likely to arise from conflicts between teachers and parents and from policy and practice in the school.  相似文献   

Teaching the Teachers: Dismantling Racism and Teaching for Social Change     

Elsa Cantú Ruiz  Norma E. Cantú 《The Urban Review》2013,45(1):74-88

As a response to the attacks on ethnic studies in Arizona and the move to ban certain books, this essay presents theoretical and pedagogical reflections from two professors and addresses the ways teacher preparation programs can offer a resistance. Based on the authors’ experience in teacher preparation programs, one in the humanities and the other in mathematics, they discuss fundamental concepts that undergird social change methodology from Gloria Anzaldúa (la facultad and conocimiento) and from Isabel Gunning’s work (World Traveling). Ultimately, our premise is that teachers of teachers can impact the curricula in significant ways that result in dismantling racism and in teaching that is focused on positive social change. We posit that the university classroom where future teachers are trained must address (1) Equity issues, (2) Cultural identity or cultural framing, and (3) Culturally relevant strategies and teaching, modeled by the university professor.  相似文献   

Partnership,participation and parental disillusionment in home–school contacts: a study in two schools in Norway     

Elsa Westergård  David Galloway 《Pastoral Care in Education》2013,31(2):97-107

This small‐scale study investigates the origins of parental disillusionment with school, with a focus on the extent to which disillusionment is related to the level and quality of partnership between parents and teachers. It also compares the reactions of parents when teachers take the initiative in contacting them about a child's learning or social problems with those of teachers when parents contact them. Sixteen pairs of parents and teachers who had met to discuss such problems agreed to take part in separate interviews. At least at the outset, partnership was consistently more effective when teachers initiated the contact than when parents initiated it. Initial tensions in the relationship could be reduced when either a parent or a teacher took action to improve the relationship. Parental disillusionment occurred in only three cases, where neither parent nor teacher could see their way to any compromise.  相似文献   

Parental Involvement in School Policy‐Making     

Elsa Davies Headteacher 《School Leadership & Management》2013,33(4):341-345

A positive school ethos is considered a key factor contributing to successful school improvement. Yet, despite its assumed educational influence, little is known about how ethos in schools is experienced by students. This study takes a fresh look at school ethos through the meanings which final year students attribute to their lived experience of secondary school. Implications for school improvement are considered.  相似文献   

Toward an agenda for advancing research on science learning in out‐of‐school settings     

Lonie J. Rennie  Elsa Feher  Lynn D. Dierking  John H. Falk 《科学教学研究杂志》2003,40(2):112-120

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A Preliminary Validity of the Classroom Assessment Scoring System in Norwegian Lower-Secondary Schools     

Elsa Westergård  Sigrun K. Ertesvåg  Frank Rafaelsen 《Scandinavian Journal of Educational Research》2019,63(4):566-584

Observations seem particularly susceptible to rater error due to the level of subjectivity involved in assessment. Thus, the present paper aims to investigate: (1) inter-rater agreement (IRA) using the Classroom Assessment Scoring System – Secondary version (CLASS-S) and (2) the CLASS-S factor structure in a Norwegian context. Inter-rater agreement analysis comprise percent within one (PWO). Confirmatory factor analysis are performed to analyze the factor structure. Certified trainers scored videotaped observations. The study indicates that an acceptable IRA can be achieved in a Norwegian setting, and it reports promising results regarding the structural validity of the CLASS-S.  相似文献   

Preschoolers' Classroom Activities and Interactions with Peers and Teachers     

Artin G  ncü  Elsa Weber 《Early education and development》2000,11(1):93-107

The present study was designed to investigate whether or not preschool children's classroom activities and interactions vary according to the power structure of their relationships. We examined the frequencies of children's play and problem-solving activities, and management, collaboration, and assistance interactions in these activities as a function of children's relationships with their teachers and peers. We had two expectations: 1) Preschool children would engage in problem-solving activities with their teachers, who are inherently more powerful; but they would engage in play activities with their peers with whom they share power. 2) Teacher-child interactions would involve primarily management and assistance but child-peer interactions would involve collaborations. We observed 55 children during their free-activity, noting partners, and narrating the actions and utterances of all the participants in writing during the observations. Our analyses were based on the coding of narratives, and they revealed that the power structure of children's relationships plays a role in their activities and interactions. We found that children's problem-solving occurred with both teachers and peers. Play activities occurred overwhelmingly with peers. Management and assistance took place mostly in teacher-child interaction, but collaboration occurred primarily with peers. These findings support the developmental theory that adults and peers contribute to children's development and education through different kinds of activities and interactions.  相似文献   

Social Interactions in the Home and the Development of Young Children's Conceptions of the Personal   总被引：3，自引：0，他引：3  

Larry Nucci  Elsa K. Weber 《Child development》1995,66(5):1438-1452

Observations and interviews of 20 middle-class 3- and 4-year-olds and their mothers were conducted to examine the emergence of the personal domain. Interviews with children showed that 3- and 4-year-olds make a conceptual distinction between personal, and moral or conventional issues. Interviews with mothers indicated that they viewed it as important for young children to have freedom of choice over personal issues to develop a sense of autonomy and individuality. Observations in the home revealed that mothers tended to give direct social messages to children about moral, conventional, and prudential events, and were more likely to give indirect social messages in the form of offered choices to children in response to personal issues. Mothers were more likely to negotiate with children over personal than other social events. These data revealed a pattern of social interactions concordant with event domain, which included a reciprocal system along the border between the personal and the conventional.  相似文献   

Some experiments in training personnel for the education of young children in the British Caribbean     

Elsa H. Walters 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1970,16(1):110-119

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