Jumping Into the Deep End: Developing Culturally Responsive Urban Teachers Through Community-Immersive Partnerships     

April L. Mustian  Robert E. Lee  Carlos Nelson  Valentina Gamboa-Turner  Lisa Roule 《The Educational forum》2017,81(4):467-481

Abstract

Preparing special educators for the highest-need schools remains an ongoing challenge in urban districts across the United States. One university’s collaborative community-based immersive partnership model, with emphasis on service learning, has demonstrated promising levels of impact on candidates’ preparation as preservice teachers learning how to celebrate the rich cultural histories of the communities where they are immersed. Both quantitative and qualitative results on the impact of one specific example of this work are provided.  相似文献   

Academic artisans in the research university     

Angela Brew  David Boud  Lisa Lucas  Karin Crawford 《Higher Education》2018,76(1):115-127

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Making a Change: The Effects of the Leadership Role on School Climate     

Pepper  Kaye  Hamilton Thomas  Lisa 《Learning Environments Research》2002,5(2):155-166

School is a very important element of society. Students and teachers learn many lessons, academic and otherwise, that influence their personal well-being and academic success. Often, however, school does not provide the positive learning or working environment that is most beneficial for our students and teachers. As a first year principal, Pepper realized that a more positive school climate was the key to confronting many of the challenges in the school where she worked. Through an autoethnographical approach supported by her personal journals, Pepper's experiences are described as she witnessed the negative effects that an authoritarian leadership style had on school climate and, subsequently, the morale and success of students and teachers within the school setting. As she made the change to a transformational leader, she came to realize that this leadership style had a more positive effect on the learning and working environment. Her change in leadership style and guidance, with input from teachers, staff, students, parents, and community members, resulted in the school becoming a more positive, caring place to learn and work for everyone involved. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Friendships and Social Networks in Childhood and Adolescence: Fluidity, Reliability, and Interrelations   总被引：9，自引：0，他引：9  

Robert B. Cairns  Man-Chi Leung  Lisa Buchanan  Beverley D. Cairns 《Child development》1995,66(5):1330-1345

Social networks and friendships were tracked over a 3-week period for 132 students enrolled in fourth- and seventh-grade classrooms. Individual interviews were employed to collect data on friendships. Social group membership was determined by the composite social-cognitive map (SCM) procedure and by self-reports. Considerable overlap was found among the methods for establishing relational patterns (i.e., friendships, self-reported groups, composite social-cognitive maps). When loose criteria for stability were employed, high stability was found in friendships ( p = .56–.75) and social group membership ( p = .90) over a 3-week period. But when stringent criteria were employed, only modest social relationship stability was observed in both methods, suggesting that there is much greater fluidity in peer bonds than has been generally recognized. The relationship between friendship and social network measures, the distinctive information yielded by social networks, and gender and age differences in group structure, fluidity, and friendships are discussed.  相似文献   

An examination of what metaphor construction reveals about the evolution of preservice teachers’ beliefs about teaching and learning   总被引：1，自引：0，他引：1  

Aisling M. Leavy  Fiona A. McSorley  Lisa A. Boté 《Teaching and Teacher Education》2007

Examination of prospective teachers’ beliefs about teaching and learning on entry to teacher education programs, and tracking the development of these beliefs in light of academic and field-based experiences, is a critical task for teacher educators. The study examines metaphor construction as a tool to gain access to, and promote the development of, prospective teachers’ beliefs through the incorporation of reflective activities that integrate academic and field-based experiences. Specifically, this research examines how metaphorical representations of preservice elementary teachers’ in the United States and Europe changed and examines the factors influencing the development of beliefs and the modification of metaphors.  相似文献   

A Comparison of Special,General and Support Teachers’ Controllability and Stability Attributions for Children’s Difficulties in Learning     

Lisa Woolfson  Elizabeth Grant  Lindsay Campbell 《教育心理学》2007,27(2):295-306

The study aimed to explore teachers’ attributions for learner difficulties in their schoolwork. In order to explore their attributions of controllability and stability, three groups of teachers, general mainstream class teachers (N = 39), mainstream learning support teachers (N = 35), and special school teachers (N = 25) were asked to rate vignettes about children’s difficulties. The results showed that the two groups of teachers working in the mainstream settings viewed learners with identified support needs as having less control over their performance than those with no specific support needs, while special school teachers viewed both learner groups similarly. Similar findings were found for teacher attributions of controllability in high‐ and low‐ability learners. Stability attributions across all conditions showed that special school teachers viewed children’s difficulties as more amenable to change than did the two groups of mainstream teachers. The implications of these findings for inclusion in mainstream schools are discussed.  相似文献   

Computer-assisted reading intervention in a secondary school: an evaluation study     

Lisa Lynch  Angela J Fawcett  & Roderick I Nicolson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(4):333-348

There is widespread concern over literacy standards in UK schools and growing evidence that problems become increasingly intractable as children grow older. Computer-based reading instruction may provide a 'fresh start' that helps a child to rediscover the path to literacy. Recent controlled studies demonstrated that infant and junior school children could be given very cost-effective support using RITA, a computer-based literacy support system that assists, rather than replaces, the teacher in providing support tailored to each child's profile of reading attainments. The present study evaluated the effectiveness of RITA in secondary school with 8 children (mean age 11.7 years) who were initially very seriously disadvantaged in terms of literacy skills (mean reading age 7.3 years). The RITA intervention over a 10 week period led to effective and cost-effective literacy gains. Significant overall improvements were made in the skills targeted, including reading standard scores, and reading speed, accuracy and comprehension. All children reacted positively to the RITA lessons, and most made good progress towards their Individual Education Plans. It is suggested that computer-assisted reading support can be effective in supporting the majority of children with reading failure, even in secondary school.  相似文献   

Contingent Faculty,Online Writing Instruction,and Professional Development in Technical and Professional Communication     

Lisa Meloncon 《Technical Communication Quarterly》2017,26(3):256-272

ABSTRACT

Technical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online.  相似文献   

基于翻转课堂教学模式的“体育史”教学研究     

李欣  吴启红  陈茂林  牟丽莎 《教育与教学研究》2017,31(5)

通过在“体育史”教学中设计和应用翻转课堂教学模式,发现其可以有效地提高学生自主学习的热情、自控能力、表达能力和团队合作能力.提出加大对翻转课堂教学的支持力度,改进翻转课堂教学手段和理性看待翻转课堂教学模式三条改善策略.为体育专业理论课教学推行翻转课堂教学模式,提高体育理论教学质量,丰富和发展体育教学理论提供借鉴和参考.  相似文献   

An experiential system for learning probability: Stat Lady description and evaluation     

Shute  Valerie J.  Gawlick-Grendell  Lisa A.  Young  Robert K.  Burnham  Clarke A. 《Instructional Science》1996,24(1):25-46

This paper describes a computer-based instructional system called Stat Lady, and reports the results of an evaluation study that tested the efficacy of learning probability from this program in relation to a traditional Lecture and a no-treatment Control group. Results showed that both treatment groups learned significantly more than the Control group, yet there was no difference between the two treatment groups in outcome performance after three hours of instruction. This was viewed as encouraging because: (a) due to sampling error, students assigned to the Stat Lady condition were at a disadvantage, scoring about 20 points less on the quantitative SAT measure compared to the Lecture group, and about 25 points less than the Control group, (b) the lecture constituted a more familiar learning environment for these subjects, and (c) the professor administering the Lecture had more than 20 years experience teaching this subject matter, while this was Stat Lady's first teaching assignment. We also found a significant aptitude-treatment interaction where high-aptitude subjects learned more from Stat Lady than from the Lecture environment, but for low-aptitude subjects, there was no difference in learning outcome by condition. Implications of these findings will be discussed in relation to future computer-based instructional research.

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