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   

What university teachers teach and how they teach it   总被引：2，自引：1，他引：1  

Elaine Martin  Michael Prosser  Keith Trigwell  Paul Ramsden  Joan Benjamin 《Instructional Science》2000,28(5):387-412

In this article we make three related arguments. The first isthat different teachers have different intentions concerning whatstudents will learn and consequently in their teaching they constitutethe topic or subject to be taught quite differently. The second is thata teacher's intentions concerning what it is that students should learnis closely aligned with a teacher's expectation of how students learnand how they can be helped to learn through teaching. The third is thatwhen teachers focus specifically on the teaching of a particular topic,within a specific context, there is a close relationship between theirintentions and their teaching practice. In this article we explore thesearguments through an empirical study which considers the different waysin which 26 university teachers intended to constitute a subject ortopic for their students to study, how they then taught the subject andsubsequently how consistent were their intentions and their practice.The analysis shows that when the context of teaching and learning istightly defined there is a clear relationship between a teacher'sintention and their practice. In particular, university teachers whoadopt more conceptual change and student-focussed approaches to teachingconstitute objects of study which are more relational and focus on thestudent's knowledge. Approaches which are more information transmissionand teacher-focussed constitute objects of study which are moremulti-structural and have a focus on knowledge which is as constitutedas being external to the student.  相似文献   

Just-in-time training development—docutech production publisher sales training program (Part 1)     

William B. Singer  Joan Lees 《Performance Improvement》1994,33(1):7-11

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Final Word     

Joan Solomon 《Interchange》2000,31(4):367-368

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Diplomas for learning, not seat time: the impacts of New York Regents examinations     

John H. Bishop  Joan Y. Moriarty  Ferran Mane 《Economics of Education Review》2000,19(4)

Economic theory predicts that improvements in signaling of achievement generated by external exit examination systems will (1) result in students learning more and this in turn will (2) enable them to get better paying jobs. Since New York State had the only statewide curriculum-based external exit exam system in the nation in the early 1990s, hypothesis 1 predicts that New York students should out perform socio-economically comparable students from other states. Cross section analysis of mean 8th grade NAEP math scores and SAT-I scores found that New York students were indeed about one grade level equivalent ahead of where one would expect given their socio-economic background. A similar analysis of dropout rate data found no differences between New York and other states. Hypothesis 2 was tested in HSB and NLS-88 data. Female students who reported that their high school required they pass a minimum competency exam in order to graduate were paid significantly more after they graduated from high school. Men did not earn more but did get a higher hourly wage.  相似文献   

Team-building strategies for multimedia teams     

Joan Canby Mugg 《Performance Improvement》1996,35(6):10-11

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