Testing a Model of Program Curriculum Leadership   总被引：1，自引：0，他引：1  

Joan S. Stark 《Research in higher education》2002,43(1):59-82

This study tests the curriculum leadership framework that Stark and Lattuca adapted from Quinn's model of management styles. Chairpersons of departments nominated as effective in curriculum planning answered a survey about their leadership activities and styles. Factor analysis partially supported the model. Activities that chairs reported did not correspond well, however, with leadership styles they chose as most effective.  相似文献   

The impact of a Framework‐aligned science professional development program on literacy and mathematics achievement of K‐3 students          下载免费PDF全文

Peter Paprzycki  Nicole Tuttle  Charlene M. Czerniak  Scott Molitor  Joan Kadervaek  Robert Mendenhall 《科学教学研究杂志》2017,54(9):1174-1196

This study investigates the effect of a Framework‐aligned professional development program at the PreK‐3 level. The NSF funded program integrated science with literacy and mathematics learning and provided teacher professional development, along with materials and programming for parents to encourage science investigations and discourse around science in the home. This quasi‐experimental study used a three‐level hierarchical linear model to compare the Renaissance STAR Early Literacy, Reading, and Mathematics scores from 2015 to 2016 of K‐3 students in treatment and control classrooms in a large Midwestern urban school district. The statistically significant results indicate that, on average, every year that a student has a program teacher adds 8.6 points to a student's spring STAR Early Literacy score, 17.0 points to a student's STAR Mathematics score, and 41.4 points to a student's STAR Reading score compared to control students. Implications for early elementary teacher education and policy are discussed. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1174–1196, 2017  相似文献   

An unexpected relationship between failure and subsequent mathematics learning     

Joseph M. Scandura  Joan Barksdale  John H. Durnin  Robert Mcgee 《Educational Studies in Mathematics》1969,1(3):247-251

135 high schoolSs were presented with one of three treatment programs: rule (R); rule, then discovery (RD); and discovery, then rule (DR). AllSs were tested on the training rules and on three transfer problems. No significant differences were found on the transfer problems, but the R and RDSs learned the training rules better than the DRSs (p<0.01). It was proposed that failure on the discovery task may have had an inhibiting effect on subsequent learning on the R program.The authors wish to thank the students who participated in the experiment, the members of a teachers' research seminar supported by a government grant to the Montgomery County Instructional Center, and particularly to Mr. Philip Beck and Mr. Philip O'Neil without whose help and cooperation the study could not have been conducted.  相似文献   

Conferences and publications inspire,inform, influence     

Joan Conway Dessinger 《Performance Improvement》2012,51(4):2-2

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Classroom contextual effects of race on children's peer nominations     

Jackson MF  Barth JM  Powell N  Lochman JE 《Child development》2006,77(5):1325-1337

Black children generally receive poorer sociometric nominations compared with Whites. This effect is not fully understood because Black children rarely hold a classroom majority and teachers' race is rarely investigated. Research from a person-environment perspective suggests that the effects of children's race depend on the racial composition of the classroom and society's racial attitudes. Sociometric nominations were obtained from 1,268 5th graders, between 9 and 11 years old (53% Black), across 57 classrooms (3-95% Black students). Half of the teachers were Black. The results indicated that ratings of Black children were more influenced by the racial context of classrooms than were ratings of White children. The implications of this study are discussed in relation to group dynamics and racial discrimination.  相似文献   

Criteria for evaluating instructional products and programs for older adult learners     

James L. Moseley  Joan Conway Dessinger 《Performance Improvement》1994,33(3):39-45

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Instructional systems design for zookeepers     

Joan Berkeley Piper 《Performance Improvement》1986,25(3):7-11

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Utilizing performance technology in the implementation of a wellness program     

Rosalynn Whitehead Lawson 《Performance Improvement》1995,34(3):18-22

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Research and development in the toy industry     

Joan L. Herman 《Performance Improvement》1982,21(4):36-38

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An interactive videodisc project in art history     

Joan M. Sustik 《Performance Improvement》1981,20(9):10-13

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