Young children’s perceptions of environmental sustainability: a Maltese perspective     

Jane Spiteri 《Environmental Education Research》2018,24(6)

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Creolizing educational practices     

Jane Anna Gordon 《Review of Education, Pedagogy & Cultural Studies》2018,40(1):58-68

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“Being a good person in the system we already have will not save us”: interpreting how students narrate and embody the process of social change for sustainability using an agency/structure lens     

Hannah K. Miller 《Environmental Education Research》2018,24(1)

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Factor structure,reliability and validity of the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS)     

Maria A. Rogers  Andrea Jane Hickey  Judith Wiener  Nancy Heath  Rick Noble 《Learning Environments Research》2018,21(3):423-431

Parental involvement in children’s learning has been found to influence academic success. However, very few tools exist for measuring parental involvement, particularly ones that target adolescents’ self-report. The present study assessed the factor structure, reliability and convergent validity of a new scale to assess adolescents’ perceptions of their mothers’ and fathers’ educational involvement: the Parental Support for Learning Scale: Adolescent Short Form (PSLS-AS). The PSLS-AS, as well as a questionnaire measuring the risk of high school drop-out, was administered to a sample of 825 youth (aged 13–14 years). Exploratory factor analysis revealed a two-factor structure representing parental involvement: Controlling Involvement and Autonomy Supportive Involvement. Adolescents’ perceptions of their parents’ involvement correlated with a risk of high school drop-out. Implications and future directions for further validation of the PSLS-AS are discussed.  相似文献   

Creating communities: a consortium model for early childhood leaders     

Hilary Horn Ratner  Erika London Bocknek  Anna G. Miller  Sharon L. Elliott  Beverly Weathington 《Teacher Development》2018,22(3):427-446

The current paper describes an urban university-anchored but community-based consortium of early childhood centers and community partners in a large Midwestern US city. The goal of the Consortium is to provide professional development opportunities that include networking, coaching, and collaboration as part of a community of practice (CoP) intended to improve program quality. Our findings suggest that early childhood center directors who are part of the Consortium describe benefits consistent with a CoP, specifically in terms of connection, resources, and community. Our findings also show that sense of community is associated with deeper engagement with the Consortium and program quality rating of the member center. Implications of the findings for future practice, especially in urban settings, are discussed.  相似文献   

Measures of indigenous achievement in Canada     

Tess Miller 《Diaspora, Indigenous, and Minority Education》2018,12(4):182-200

The practice of measuring Indigenous achievement dates back to the early 1960s. Since then, Indigenous people have been subjected to a number of different standardized assessments intended to capture indicators of their well-being. Unfortunately, little attention has been given to the cultural appropriateness of subjecting Indigenous people to instruments designed for non-Indigenous populations. Subsequently, there has been reluctance for some Indigenous jurisdictions to participate in standardized large-scale assessments that have now become commonplace throughout the world. The purpose of this literature review was to consolidate literature reporting on the different types of assessments and corresponding outcomes used to measure achievement of Indigenous students in Canada and to synthesize more recent documents reporting on assessment practices and Indigenous student achievement. The outcome of this examination of literature provides insight into how achievement has been measured in the past and how we might transition toward culturally responsive assessment for the future.  相似文献   

Academic Role and Perceptions of Gatekeeping in Counselor Education          下载免费PDF全文

Hope Schuermann  Janeé R. Avent Harris  Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(1):51-65

Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups.  相似文献   

Investigating the impacts of targeted professional development around models and modeling on teachers' instructional practice and student learning          下载免费PDF全文

Alison R. Miller  Kim A. Kastens 《科学教学研究杂志》2018,55(5):641-663

Developing understanding of models and proficiency with modeling practice is challenging for both teachers and students. This 2‐year study first investigated existing instructional strategies employed by teachers while teaching Earth and Space Science with dynamic physical models. Summer professional development introduced a conceptual framework, based on analogical reasoning, to help students strengthen and deepen the connections they make between a model and its real‐world referent. The framework draws explicit attention to correspondences and non‐correspondences between model and referent, an often overlooked component of modeling practice which underpins the ability to evaluate and thus improve a model. Teachers were guided to reflect on their own instructional use of models and to plan for integrating specific instructional strategies around models into their Year 2 practice. Classroom observation data reveal that from Years 1 to 2, teachers shifted from a more didactic approach in which they used physical models primarily as tools for demonstration toward more student engagement with models as problem‐solving tools. On an assessment measuring their students' ability to reason with and about models, pre‐post learning gains were higher in Year 2 than Year 1 across students at all ability levels. Together, these findings present evidence that teachers can learn to guide their students toward using physical models in ways that approximate key aspects of how scientists use runnable models, as envisioned by the Developing and Using Models practice of the Next Generation Science Standards.  相似文献   

Reliance on orthography and phonology in reading of Chinese: A developmental study          下载免费PDF全文

Wei Zhou  Hua Shu  Kevin Miller  Ming Yan 《Journal of Research in Reading》2018,41(2):370-391

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Bourdieu and interprofessional education: what’s the relevance?     

Marjorie Bonello  Jon Wright  Jane Morris  Gaynor Sadlo 《Studies in Continuing Education》2018,40(1):1-16

Interprofessional education (IPE) is perceived to be one strategy to reduce professional compartmentalisation and improve collaborative practices. The unequal power relations existing between the various professions who need to collaborate for IPE remains largely unexamined and it is only in recent years that sociological theories have been employed within the interprofessional field. This paper uses selected findings from an exploratory case study into IPE conducted at the University of Malta and then examines these findings from a Bourdieusian perspective. The first part of this paper introduces the breath of theoretical perspectives employed for IPE and then goes on to provide an overview of Bourdieu’s theories of social practices. The second part outlines the context of this case study and presents selected findings. The third section discusses how these findings were examined using Bourdieu’s concepts helping us demystify the various ways in which health care professions worked and interacted, and how this all made sense within a wider societal context. It also highlights the relevance of taking into account Bourdieu’s concepts during the development of IPE.  相似文献