Development and Field Test of an Employment Selection Instrument for Teachers in Urban School Districts     

Howard Ebmeier  Jennifer Ng 《Journal of Personnel Evaluation in Education》2005,18(3):201-218

Employment interviews are widely used in the selection of quality teachers, and indeed research confirms administrators’ belief in the validity of the procedure. However, many key recommendations for improving the general reliability of interviews including selecting questions that are job-related and research grounded, including well designed scoring rubrics, and incorporating adaptive variable-length interview designs are generally not well implemented in currently available instruments. Furthermore, emerging research suggests the need for specially tailored interviews that assess attitudes and pre-dispositions deemed essential to teachers’ effectiveness in certain high attrition environments like urban schools. This study describes the development and initial field-test results of a computer based, adaptive interview with an additional domain included for teachers in urban areas. The instrument is based on careful analysis of the suggestions from the extant literature base about effective employment interview techniques, effective general teaching practices, and sound teaching strategies in urban schools. By comparing the interview scores of 30 teachers with varying effectiveness ratings provided by administrators in one urban district, significant correlations were found. Regression analysis indicated a significant amount of variance in teachers’ effectiveness ratings could be predicted from their scores on the interview instrument.

Howard EbmeierEmail: Phone: +1-785-8649728

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Science-based laboratory comprehension: an examination of effective practices within traditional,online and blended learning environments     

Jennifer Hall Rivera 《Open Learning》2016,31(3):209-218

An increase in online education is causing science educators to evaluate student cognitive understanding after completing virtual, computer-simulated laboratories. Online education has demonstrated comparable learning gains when analysed to those of the traditional classroom, but research is mixed when reviewing students’ ability to manipulate tangible laboratory equipment after participating in online experimentation. The question remains, are students who are exclusively enrolled in online science courses equipped with the cognitive ability to operate laboratory equipment within a physical laboratory? When considering the optimal learning environment for science majors, educators have discovered the blended classroom may provide the perfect opportunity to combine the benefits of face-to-face instruction and feedback with the reinforcement of scientific theory through technology integration. New advances in virtual education provide promising examples of enhancing the online classroom laboratory in all scientific disciplines. Further insight into the blended classroom has the potential to influence the field of education towards an optimal learning environment for science majors in colleges and universities.  相似文献   

Using Community-Based Research to Improve BSW Students’ Learning in Community Practice: Bringing the Macro into Focus for Traditional and Distance Learners     

Jessica L. Lucero  Jenifer Evers  Jennifer Roark  David Parker 《Journal of Teaching in Social Work》2017,37(3):260-279

This article describes community–university partnership building, course development/management, and evaluation outcomes related to an intensive community-based research project that was integrated in two sections of an undergraduate course on community practice. Pre- and posttest data were collected from 60 BSW students who were enrolled in community practice and who participated in a community-based research project with their state’s fair housing office. The evaluation outcomes focus on changes in professional interest in macro practice, students’ self-efficacy, and differences in students’ learning experiences, based on traditional bricks-and-mortar or distance learning contexts. Results show that students experience increases in self-efficacy related to community assessment and intervention. Qualitative results show that students experienced shifts in their professional goals related to macro practice, increased competence and understanding, and personal transformation. A number of differences emerged between traditional and distance learners. Results are discussed in the context of curriculum development and next steps for institutionalizing CBR in community practice courses.  相似文献   

Prospective and in-service teachers’ perspectives about launching a problem     

Gloriana González  Jennifer A. Eli 《Journal of Mathematics Teacher Education》2017,20(2):159-201

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Changes in the relation of self-efficacy beliefs and behaviors across development     

Davis-Kean PE  Huesmann LR  Jager J  Collins WA  Bates JE  Lansford JE 《Child development》2008,79(5):1257-1269

Many social science theories that examine the connection between beliefs and behaviors assume that belief constructs will predict behaviors similarly across development. Converging research implies that this assumption may not be tenable across all ages or all belief constructs. Thus, to test this implication, the relation between behavior and beliefs about the self was examined in 2 independent data sets with 2 different constructs: aggression and achievement. The respondents were 6-18 years of age and predominately Caucasian. Results using quasi-simplex structural equation models suggest that self-beliefs become more strongly related to behavior as children grow older independent of the reliability of the measures used. Possible limitations in the use of self-report methodology with young children are discussed.  相似文献   

Using I poems to illuminate the complexity of students’ mathematical identities     

Jennifer Hall  Jo Towers  Lyndon C. Martin 《Educational Studies in Mathematics》2018,99(2):181-196

In this article, we demonstrate how I poems, part of the Listening Guide method, can help researchers to better understand the multiple voices that might comprise a student’s mathematical identity. We provide an analysis of one student’s interview as an example of this method. We argue that the use of the Listening Guide method illuminates the complexity of students’ mathematical identities, especially their fluid, negotiated, and sometimes contested character. In the example shared here, we show how others’ discourses become part of a student’s developing mathematical identity, as well as highlight how the addition of drawings enhances the Listening Guide method.  相似文献   

The politics of the body: gender in a neoliberal and neoconservative age     

Jennifer Lee O'Donnell 《Gender and education》2015,27(2):198-200

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Inspiration and innovation in teaching and teacher education     

Jennifer Tatebe 《师资教育杂志》2016,42(2):265-267

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The Concept of Teacher–Student/Student–Teacher in Higher Education Trends     

Jennifer Job  Bharath Sriraman 《Interchange》2015,46(3):215-223

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Concept mapping improves metacomprehension accuracy among 7th graders     

Joshua S. Redford  Keith W. Thiede  Jennifer Wiley  Thomas D. Griffin 《Learning and Instruction》2012,22(4):262-270

Two experiments explored concept map construction as a useful intervention to improve metacomprehension accuracy among 7th grade students. In the first experiment, metacomprehension was marginally better for a concept mapping group than for a rereading group. In the second experiment, metacomprehension accuracy was significantly greater for a concept mapping group than for a control group, while a group of students who were given already constructed concept maps had accuracy between these two groups. In both experiments, control groups had poor metacomprehension accuracy. That is, they performed worse on tests they predicted better performance and performed better on tests they predicted worse performance. Although constructing concept maps did not produce the same high level of accurate monitoring previously reported in the literature, it still reduced the illusion of knowing.  相似文献