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981.
Linda Walz Charlotte Haines Lyon Graham Bright Joan Walton Kalen Reid 《British Educational Research Journal》2023,49(4):711-730
This paper reports on a longitudinal study in the North of England with 13 educators in schools, colleges and universities during two lockdowns. The project was designed to ‘unlock’ education by providing spaces to co-create new ways of thinking about education in light of the Covid-19 pandemic. Focus groups were conducted with school and college teachers as well as university staff at the end of the first and second English lockdowns, in summer 2020 and spring 2021. An initial analysis identified issues with expectations and communication between educators and executive management as well as a lack of agency of educators, and how participants framed them as impacting on their identity as educators. Therefore, the framework of tactics of intersubjectivity was adopted to explore how educators discursively positioned themselves and others through constructions of similarity and difference, realness and power, and how their professional identities were affected by the experience of working through the pandemic and by those around them. Whilst educators took opportunities to authenticate their identity and reimagine education, their agency was undermined by top-down governing involving little successful communication, leading to denaturalising and illegitimising experiences for educators. Executive management were perceived as lacking engagement with staff and understanding of the implications of their decisions on them. The findings call for relationship building and recognition of educators' voice. 相似文献
982.
983.
Elisabeth Conradt Beau Abar Barry M. Lester Linda L. LaGasse Seetha Shankaran Henrietta Bada Charles R. Bauer Toni M. Whitaker Jane A. Hammond 《Child development》2014,85(6):2279-2298
Children chronically exposed to stress early in life are at increased risk for maladaptive outcomes, though the physiological mechanisms driving these effects are unknown. Cortisol reactivity was tested as a mediator of the relation between prenatal substance exposure and/or early adversity on adaptive and maladaptive outcomes. Data were drawn from a prospective longitudinal study of prenatal substance exposure (N = 860). Cortisol reactivity was assessed at age 11. Among African Americans, prenatal substance exposure exerted an indirect effect through early adversity and cortisol reactivity to predict externalizing behavior, delinquency, and a positive student–teacher relationship at age 11. Decreased cortisol reactivity was related to maladaptive outcomes, and increased cortisol reactivity predicted better executive functioning and a more positive student–teacher relationship. 相似文献
984.
Susan D. Mcmahon Andrew Martinez Dorothy Espelage Chad Rose Linda A. Reddy Kathleen Lane Eric M. Anderman Cecil R. Reynolds Abraham Jones Veda Brown 《Psychology in the schools》2014,51(7):753-766
Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and is one of the few national studies to examine violence directed at teachers. Participants included 2,998 kindergarten through 12th‐grade (K‐12) teachers from 48 states who completed an anonymous web‐based survey assessing their experiences with victimization. Results revealed that 80% of teachers reported at least one victimization, and of these teachers, 94% reported being victimized by students. Nearly three‐fourths of all teachers experienced at least one harassment offense, more than half experienced property offenses, and 44% reported physical attacks. Findings suggest that specific teacher and community characteristics are associated with a higher likelihood of victimization, namely, male gender and urban settings; whereas, African American teachers were less likely to report victimization. Implications for teacher training, school interventions, public policy, and future research are discussed. 相似文献
985.
Place value notation is essential to mathematics learning. This study examined young children's (4‐ to 6‐year‐olds, N = 172) understanding of place value prior to explicit schooling by asking them write spoken numbers (e.g., “six hundred and forty‐two”). Children's attempts often consisted of “expansions” in which the proper digits were written in order but with 0s or other insertions marking place (e.g., “600402” or “610042”). This partial knowledge increased with age. Gender differences were also observed with older boys more likely than older girls to produce the conventional form (e.g., 642). Potential experiences contributing to expanded number writing and the observed gender differences are discussed. 相似文献
986.
The introduction of the new tuition fee regime in the UK has resulted in growing concerns about the impact on students’ expectations of their university experiences (e.g. Jones in Perspectives 14(2):44–48, 2010). This is coupled with reports from those such as the OIA (Office of the Independent Adjudicator (2012) Annual Report. Accessed on July 22, 2013. Retrieved from, http://oiahe.org.uk/media/88650/oia-annual-report-2012.pdf) which detailed the rise in the number of student complaints year on year. The current study explored undergraduate psychology students’ (N = 62) expectations and derived experiences of Higher Education through a series of focus groups. In particular, a focus on students’ perceptions of level of support, contact time, and resources were explored. These were undertaken both before (n = 21) and after (n = 41) the introduction of the fee rise, to provide a cross-sectional comparison of the potential changes. Thematic analysis of the narratives indicated minimal support for the idea that increased tuition fees had heightened expectations in Higher Education. Additionally, although there were some discrepancies between students’ expectations and experiences, particularly in relation to level of support and contact time, this did not have a detrimental impact on satisfaction of their University experiences. This was related to the fact that these experiences exceeded their original expectations. One noteworthy finding however, suggested that higher tuition fees were related to greater expectations of graduate employability. The implications of this are discussed, as well as the implications of student satisfaction (using models such as the Student Satisfaction Index Model; Zhang et al. in Int J Bus Manag 3(9):46–51, 2008), for institutional policies of recruitment and retention. 相似文献
987.
988.
The term technology-enhanced learning (TEL) is used to describe the application of information and communication technologies to teaching and learning. Explicit statements about what the term is understood to mean are rare and it is not evident that a shared understanding has been developed in higher education of what constitutes an enhancement of the student learning experience. This article presents a critical review and assessment of how TEL is interpreted in recent literature. It examines the purpose of technology interventions, the approaches adopted to demonstrate the role of technology in enhancing the learning experience, differing ways in which enhancement is conceived and the use of various forms evidence to substantiate claims about TEL. Thematic analysis enabled categories to be developed and relationships explored between the aims of TEL interventions, the evidence presented, and the ways in which enhancement is conceived. 相似文献
989.
Victor R. Lee Heather M. Leary Linda Sellers Mimi Recker 《Journal of Science Education and Technology》2014,23(3):309-323
When introducing and implementing a new technology for science teachers within a school district, we must consider not only the end users but also the roles and influence district personnel have on the eventual appropriation of that technology. School districts are, by their nature, complex systems with multiple individuals at different levels in the organization who are involved in supporting and providing instruction. Varying levels of support for new technologies between district coordinators and teachers can sometimes lead to counterintuitive outcomes. In this article, we examine the role of the district science coordinator in five school districts that participated in the implementation of an online resource discovery and sharing tool for Earth science teachers. Using a qualitative approach, we conducted and coded interviews with district coordinators and teachers to examine the varied responsibilities associated with the district coordinator and to infer the relationships that were developed and perceived by teachers. We then examine and discuss two cases that illustrate how those relationships could have influenced how the tool was adopted and used to differing degrees in the two districts. Specifically, the district that had high support for online resource use from its coordinator appeared to have the lowest level of tool use, and the district with much less visible support from its coordinator had the highest level of tool use. We explain this difference in terms of how the coordinator’s promotion of teacher autonomy took distinctly different forms at those two districts. 相似文献
990.
Linda May Richard Suminski Andrew Berry Emily Linklater Sara Jahnke 《The Journal of perinatal education》2014,23(1):50-56
In this study, associations between health-care providers (HCPs) discussing diet with their pregnant patients and patient dietary behavior were assessed in addition to factors related to HCPs discussing diet with their patients. Questionnaires were completed by 237 pregnant women and 31 HCPs at 12 obstetrics–gynecology clinics across the United States. Patients provided versus those not provided dietary counseling by their HCP were more likely (OR = 2.17, 95%; CI = 0.75–6.25) to engage in healthy dietary practices. HCPs that discussed multiple health behaviors were nearly four times more likely to discuss diet with their pregnant patients compared with HCP who did not discuss other health behaviors (OR = 3.67, 95%; CI = 1.10–12.28). This study indicates that HCP education can positively impact dietary behaviors of their pregnant patients. 相似文献