The development of a model of culturally responsive science and mathematics teaching     

Cecilia M. Hernandez  Amanda R. Morales  M. Gail Shroyer 《Cultural Studies of Science Education》2013,8(4):803-820

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally responsive teaching contains five thematic categories: (1) content integration, (2) facilitating knowledge construction, (3) prejudice reduction, (4) social justice, and (5) academic development. The current model is a promising tool for comprehensively defining culturally responsive teaching in the context of teacher education as well as to guide curriculum and assessment changes aimed to increase candidates’ culturally responsive knowledge and skills in science and mathematics teaching.  相似文献   

Communication and emergent group leadership: Does content count?     

Charles Pavitt  Gail G. Whitchurch  Heather Siple  Nancy Petersen 《Communication Research Reports》2013,30(4):470-480

Past research has been clear that talk time during discussion is directly associated with emergent group leadership, but has been inconsistent concerning whether communication content has an effect. The present study directly examines whether content has any impact on perceptions of leadership above the impact of quantity of talk. It utilizes a re‐analysis of data previously described in Pavitt, Whitchurch, McClurg, & Petersen (1995), consisting of a content analysis of discussion by zero‐history groups performing an ad‐hoc task and standing groups performing a task with real consequences to the members. Results suggest that content may count for the standing groups but not for the zero‐history. The implication, that content counts when groups perform “real”; tasks but not ad‐hoc exercises, may disambiguate the earlier ambiguous findings.  相似文献   

Association of childhood abuse with homeless women's social networks     

Green HD  Tucker JS  Wenzel SL  Golinelli D  Kennedy DP  Ryan GW  Zhou AJ 《Child abuse & neglect》2012,36(1):21-31

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Assessing the Organizational Social Context (OSC) of child welfare systems: Implications for research and practice     

Charles Glisson  Philip Green  Nathaniel J. Williams 《Child abuse & neglect》2012,36(9):621-632

ObjectiveThe study: (1) provides the first assessment of the a priori measurement model and psychometric properties of the Organizational Social Context (OSC) measurement system in a US nationwide probability sample of child welfare systems; (2) illustrates the use of the OSC in constructing norm-based organizational culture and climate profiles for child welfare systems; and (3) estimates the association of child welfare system-level organizational culture and climate profiles with individual caseworker-level job satisfaction and organizational commitment.MethodsThe study applies confirmatory factor analysis (CFA) and hierarchical linear models (HLM) analysis to a US nationwide sample of 1,740 caseworkers from 81 child welfare systems participating in the second National Survey of Child and Adolescent Wellbeing (NSCAW II). The participating child welfare systems were selected using a national probability procedure reflecting the number of children served by child welfare systems nationwide.ResultsThe a priori OSC measurement model is confirmed in this nationwide sample of child welfare systems. In addition, caseworker responses to the OSC scales generate acceptable to high scale reliabilities, moderate to high within-system agreement, and significant between-system differences. Caseworkers in the child welfare systems with the best organizational culture and climate profiles report higher levels of job satisfaction and organizational commitment. Organizational climates characterized by high engagement and functionality, and organizational cultures characterized by low rigidity are associated with the most positive work attitudes.ConclusionsThe OSC is the first valid and reliable measure of organizational culture and climate with US national norms for child welfare systems. The OSC provides a useful measure of Organizational Social Context for child welfare service improvement and implementation research efforts which include a focus on child welfare system culture and climate.  相似文献   

Leadership effects: school principals and student outcomes     

Michael Coelli  David A. Green 《Economics of Education Review》2012

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DICKENS'S DOCTORS     

Green RM 《Bulletin of the Medical Library Association》1913,2(4):37-41

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Conceptual boundaries and distances: Students' and experts' concepts of the scale of scientific phenomena     

Thomas R. Tretter  M. Gail Jones  Thomas Andre  Atsuko Negishi  James Minogue 《科学教学研究杂志》2006,43(3):282-319

To reduce curricular fragmentation in science education, reform recommendations include using common, unifying themes such as scaling to enhance curricular coherence. This study involved 215 participants from five groups (grades 5, 7, 9, and 12, and doctoral students), who completed written assessments and card sort tasks related to their conceptions of size and scale, and then completed individual interviews. Results triangulated from the data sources revealed the boundaries between and characteristics of scale size ranges that are well distinguished from each other for each group. Results indicate that relative size information was more readily understood than exact size, and significant size landmarks were used to anchor this relational web of scales. The nature of past experiences situated along two dimensions—from visual to kinesthetic in one dimension, and wholistic to sequential in the other—were shown to be key to scale cognition development. Commonalities and differences between the groups are highlighted and discussed. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 282–319, 2006  相似文献   

Improving Direct‐Care Staff Consistency in a Residential Treatment Program through the Use of Self‐Recording and Feedback     

A. Michele Aylward  Sandra Alper  Charles Green 《International Journal of Disability, Development & Education》1996,43(1):43-53

A program for increasing staff effectiveness in implementing a group home behaviour management program was evaluated. The program consisted of self‐recording and supervisor feedback. A multiple baseline design was used to evaluate staff consistency in four skill areas; implementing response cost for the occurrence of physical aggression, implementing response cost for the occurrence of verbal aggression, setting guidelines for successful task completion, and providing feedback to residents. Staff increased consistency in all four areas following intervention. A one week follow‐up demonstrated short‐term maintenance of intervention effects. Results are discussed with reference to future training procedures.  相似文献   

Eliminating Bias Due to Rounding     

David Green 《Teaching Statistics》1990,12(3):69-69

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Virtual Reality: Low-Cost Tools and Resources for the Classroom     

Abbie Brown  Tim Green 《TechTrends》2016,60(5):517-519

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