From Standards to Licensure: Developing an Authentic Assessment for School Principals     

Andrew S. Latham  Mari A. Pearlman 《Journal of Personnel Evaluation in Education》1999,13(3):245-262

The Interstate School Leaders Licensure Consortium funded the development of a licensure assessment based on its Standards for School Leaders. But moving from a set of professional standards to a licensure assessment poses many challenges and raises difficult questions: Which standards should be assessed? How authentic should an authentic assessment be? How can licensure assessment help lead the field to a new pedagogical paradigm, when licensure has typically been reserved for protecting the public? This article explains these challenges and documents the methods used to meet them in the development of the School Leaders Licensure Assessment.  相似文献   

A positive psychological viewpoint for success at school – 10 characteristic strengths of the Finnish high-achieving students     

Mari Salmela  Satu Uusiautti 《High Ability Studies》2015,26(1):117-137

People who exploit their strengths flourish; they are not only engaged with their goals, but also to their well-being and the content of life. In this study, interest focused on the high-achieving students in the Finnish general upper secondary education, in other words, on straight-A graduates’ characteristic strengths. This was a narrative study in which the data were obtained through written narratives and narrative interviews among 14 Finnish straight-A graduates. The data were analyzed with narrative analyzing methods. Ten typical strengths found and further categorized into three key dimensions were: (1) the thirst of knowledge and passion for learning, (2) fortitude and authenticity, and (3) love. This study implied that the youth’s school paths and well-being actively increased their own characteristic strengths.  相似文献   

Lecturers’ text competencies and guidance towards academic literacy     

Kari Mari Jonsmoen  Marit Greek 《Educational Action Research》2017,25(3):354-369

Embedding academic literacy into the curriculum and regular subject teaching has received little attention in Norwegian higher education (HE). The present article, drawing on the findings of two studies carried out in 2013/14, seeks to amend this. The first study, an action research study, exposes how lecturers in one of the faculties at Oslo and Akershus University College perceive their role in teaching and guiding students’ discipline-specific literacy, in particular academic writing. Collaborating with the faculty in a joint action research project, we seek to empower the lecturers, and develop pedagogical methods that are suitable for academic literacy teaching and guidance, and thereby make a change in the institution. The second study analyzes the academic literacy skills and knowledge of new students. We follow students in their final semester in upper secondary school, and identify how they are prepared for academic literacy in HE. Together, the studies reveal that despite the students’ preparation for higher studies, they are not fully qualified for meeting the demands of academic literacy. When entering HE, the students are still in need of guidance to establish textual meta-perspectives and to develop relevant disciplinary literacy practices. However, the lecturers are neither fully qualified for nor willing to include this topic in their content teaching.  相似文献   

Validation of the Early Childhood Ecology Scale-Revised: A Reflective Tool for Teacher Candidates     

Belinda Bustos Flores  Cindy M. Casebeer  Mari Riojas-Cortez 《Journal of Early Childhood Teacher Education》2013,34(3):266-286

Given increasing numbers of young culturally and/or linguistically diverse (CLD) children across the United States, it is crucial to prepare early childhood teachers to create high-quality environments that facilitate the development of all children. The Early Childhood Ecology Scale-Revised (ECES-R) has been developed as a reflective tool to help early childhood teacher candidates examine their beliefs concerning classroom ecology. Using cultural responsivity and classroom management theories as the theoretical framework, the authors posit that the ECES-R identifies five dimensions that promote a high-quality, culturally responsive classroom ecology. These include the sociocognitive, sociocultural, sociolinguistic, socioemotional, and sociophysical dimensions. Evidence for reliability and validity was established. Factor analysis supported the five proposed dimensions, with the identification of an additional dimension: sociocomfort.  相似文献   

Reflection tasks in pedagogical training courses     

Mari Karm 《International Journal for Academic Development》2013,18(3):203-214

The ability to reflect is a precondition for professional growth. Pedagogical courses for academic staff provide opportunities to support the development of university teachers' reflective skills and habits of reflection. The present paper discusses the impact of using reflective activities for making meaning of one's teaching practice through an analysis of reflections written during pedagogical courses. The data were collected from 92 participants who participated in a pedagogical course offered to five cohorts from 2005 to 2007. Through analysis of academics' reflections on metaphors and teaching cases their personal teaching theories and teaching challenges are revealed.

Õppejõu professionaalse arengu eelduseks on tema reflekteerimisoskus. Pedagoogilistel kursustel pakutakse õppejõududel mitmesuguseid võimalusi refleksioonioskuste arendamiseks ja reflekteerimisharjumuste kujunemiseks. Artiklis arutletakse pedagoogiliste kursuste käigus kirjutatud refleksiooniülesannete analüüsi põhjal, kuidas erinevate refleksiooniharjutuste kasutamine võimaldab õppejõududel teadvustada oma õpetamisarusaamasid ning mõtestada oma õpetamispraktikat. Andmeid koguti 92 õppejõult, kes osalesid pedagoogilistel kursustel aastatel 2005–2007. Õppejõudude metafooride, professionaalse arengu joone ja õpetamislugude analüüsi põhjal toodi välja nende olulisemad õpetamisarusaamad ning keerulised õpetamissituatsioonid. Samuti tuuakse esile, mida õppejõudude koolitajad võiksid samalaadseid ülesandeid rakendades arvesse võtta.  相似文献   

Motor coordination difficulties in 5–6‐year‐old children with severe behavioural and emotional problems     

Synnøve Iversen  Ann‐Mari Knivsberg  Bjørn Ellertsen  Magne Nødland  Tommy Både Larsen 《Emotional and Behavioural Difficulties》2013,18(3):169-185

Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention.  相似文献   

Global rankings in the Nordic region: challenging the identity of research-intensive universities?     

Mari Elken  Elisabeth Hovdhaugen  Bjørn Stensaker 《Higher Education》2016,71(6):781-790

Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an “ideal” university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region.  相似文献   

Preschoolers' Funds of Knowledge Displayed Through Sociodramatic Play Episodes in a Bilingual Classroom   总被引：1，自引：0，他引：1  

Mari Riojas-Cortez 《Early Childhood Education Journal》2001,29(1):35-40

Funds of knowledge displayed by young children during sociodramatic play in a two-way bilingual preschool classroom are identified. Twelve preschoolers participated in a microethnographic study of children's language and culture in a small rural community of South Texas. The study sought to identify cultural elements or traits of Mexican American children exhibited during sociodramatic play. The cultural traits identified as funds of knowledge include language, values and beliefs, ways of discipline, and the value of education, among others. It is suggested for teachers to use sociodramatic play as a tool to observe children and learn about their funds of knowledge in order to implement a culturally reflective curriculum.  相似文献   

Using visual support in preschool phonemic segmentation training     

Kerstholt  Mariëtte  van Bon  Win H.J.  Schreuder  Rob 《Reading and writing》1997,9(4):265-283

In an earlier training study we found that the use of visual support in phonemic segmentation training provided no additional value for poor readers and spellers from schools for children with learning disabilities, having problems segmenting speech (Kerstholt, van Bon & Schreuder 1994). Previous research (e.g., Hohn & Ehri 1983) suggests, however, that visual support – such as alphabet letters – does facilitate the segmentation teaching of preschoolers. Hence, it was expected that visual support would be beneficial in phonemic segmentation training only prior to formal reading and spelling instruction. The purpose of the present study was to test this expectation. One group of preschoolers was trained in phonemic segmentation with diagrams and alphabet letters as visual support, another group was trained without visual help. Results show the preschoolers to improve their phonemic segmentation, reading and spelling skill significantly. It made no difference, however, whether the children were trained in phonemic segmentation with or without the help of visual support. The findings of the present study and those of our earlier study indicate visual support to be useful in phonemic segmentation training only under certain conditions. It is suggested that differences in orthographic properties of the languages involved may explain the difference between the Anglo-Saxon studies that did show an additional effect of letters and a number of Dutch studies that did not.  相似文献   

Special needs education in light of the inclusion principle: an exploratory study of special needs education practice in Belarusian and Norwegian preschools     

Bjørg Mari Hannås 《欧洲特需教育杂志》2016,31(4):520-534

The purpose of this study is to investigate possible practical consequences of the ideological principle of inclusion. In this article, we investigate, compare and discuss how employees of Norwegian and Belarusian preschools perceive their own, and their preschools’, special needs education practices related to children with language difficulties. This study has a qualitative case design. The investigation contains 10 semistructured interviews of five employees from five preschools in each country. The analysis of the empirical material shows that the interviews primarily revolve around two topics: competence and sense of mastery and self-understanding. Among the staff of the Norwegian preschools, perceptions of a relatively low average competence, unsatisfactory guidance from external professionals and a low sense of mastery are prevalent. The informants from Belarusian preschools perceive a high and more specialised competence, available special needs education competence and a high degree of sense of mastery. Despite different situations and contexts, this study suggests that the preschool sector in both countries face the same challenge; how preschools can implement a form of inclusive educational practice, without at the same time relinquishing valuable special needs education competence.  相似文献