Teacher education: Wasteland or watershed?     

Kay Martinez 《The Australian Educational Researcher》1992,19(1):59-68

It is established that the literature presents diverse positions on the impact of teacher education on beginning teacher practices. Teacher education is seen as a wasteland, a watershed for conservatism or progressivism, or a temporary influence quickly washed out by institutional and social conditions of school settings. The literature is unanimous in declaring teacher education inadequate. Data from a small scale interpretive study of entry into secondary school teaching are used to support two major claims. First, teacher education can function as a watershed equipping some beginning teachers with the competence and confidence to attempt reconstruction of existing school conditions. Second, no simple linear relationship exists between teacher education and beginning teacher practices; rather, they exist along with many other personal, institutional and social factors in a complex, interconnected network.  相似文献   

When Reforms Travel: The Sequel     

Hugh Mehan  Lea Hubbard  Mary Kay Stein 《Journal of Educational Change》2005,6(4):329-362

In a previous paper, we described the process in which a reform, grown in the soil of one school district (Community District #2 in New York City) was transplanted to new soil, a new context (the San Diego City Schools). In this paper we examine the condition of the reform 6 years later, at the time Anthony Alvarado, the architect of the reform in New York City and its transplant to San Diego, left the San Diego City Schools, and a new phase of reform was underway. From 1998 through 2002, the San Diego City Schools engaged in a dramatic, daring, and possibly unprecedented reform. Their overarching goal was expressed consistently in terms of student learning. To achieve that commendable goal, the District instituted a content-driven, centralized, comprehensive, and fast-paced reform in 1998. We discuss the tensions that were produced when the ambitiousness of a reform outpaced the capacity of educators to carry it out; when the values, norms, and beliefs of teachers and principals col These developments have consequences for our assessment of how reforms travel from one district to another. Reforms that were developed for and proved their effectiveness in elementary settings appear to have limited transferability to middle and high school settings because elementary students’ learning trajectories are different from adolescents and the organizations of high schools are very different from elementary schools. And reforms that privilege the technical dimension of school reform must always be sensitive to the way that interacts with the political and cultural dimensions.  相似文献   

Gender differences in employment and starting salaries of business majors during the 1980s: The impact of college-acquired characteristics     

Rick Callaway  Rex Fuller  Richard Schoenberger 《Research in higher education》1996,37(5):599-614

This study identifies changes in employment and starting salary gaps among business graduates by gender during the 1980s. Although national data indicate that both employment conditions and earnings improved for women in general over the past decade, our results indicate that, at least for a select group of younger women, labor market conditions were mixed. First, female graduates majoring in business found it less difficult, both in absolute and relative terms, to secure full-time employment after graduation throughout the 1980s. That is, the employment success rate for these females increased relative to their male counterparts. Second, regardless of whether mean, regression, or decomposition analysis is used to calculate the gender gap in starting salaries, the gap continued to increase throughout the last decade. In addition, both the regression and decomposition results suggest that the mean starting salaries gap underestimated the actual gap for the two periods studied. Finally, the study suggests that of the college-acquired characteristics found to be significant determinants of employment success and starting salaries in the early 1980s, only academic achievement continued to play a significant positive role by the end of the decade.  相似文献   

Yoga: The Art of Transformation at the Sackler Gallery     

Kay Larson 《Curator: The Museum Journal》2014,57(3):363-373

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Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension     

Kausalai Kay Wijekumar  Bonnie J. F. Meyer  Puiwa Lei 《Educational technology research and development : ETR & D》2012,60(6):987-1013

Reading comprehension is a challenge for K-12 learners and adults. Nonfiction texts, such as expository texts that inform and explain, are particularly challenging and vital for students?? understanding because of their frequent use in formal schooling (e.g., textbooks) as well as everyday life (e.g., newspapers, magazines, and medical information). The structure strategy is explicit instruction about how to strategically use knowledge about text structures for encoding and retrieval of information from nonfiction and has consistently shown significant improvements in reading comprehension. We present the delivery of the structure strategy using a web-based intelligent tutoring system (ITSS) that has the potential to offer consistent modeling, practice tasks, assessment, and feedback to the learner. Finally, we report on statistically significant findings from a large scale randomized controlled efficacy trial with rural and suburban 4th-grade students using ITSS.  相似文献   

The president's message     

Kay S. White 《Performance Improvement》1980,19(4):1-1

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Selection by design     

Kay Maxwell  Charline Seyfer 《Performance Improvement》1984,23(1):8-11

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New members     

Kay Schaeffer 《Performance Improvement》1983,22(3):28-28

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ACKNOWLEDGMENTS     

Samuel M. Taylor  Zahava Doering  Kay Larson 《Curator: The Museum Journal》2003,46(4):443-444

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Leadership in online learning in higher education: Why instructional designers for online learning should lead the way     

Sandra Kay Brigance 《Performance Improvement》2011,50(10):43-48

With the increase in demand for online education at the university level has also come the “recognition that in order to be effective, such programs cannot simply be on‐line replicas of the instruction delivered in classrooms” (Reiser, 2001, p. 64). An environment of collaboration with a shared vision is needed to bring faculty expertise together with online learning design and technological expertise. This article addresses why and how instructional designers should lead the way.  相似文献