Principals’ perceptions and experiences of the role parents play in school governing bodies in rural areas     

Cycil Hartell  Hanlie Dippenaar  Melanie Moen  Themba Dladla 《Africa Education Review》2016,13(1):120-134

This study investigated the perceptions and experiences of rural school principals in South Africa of the role that parents in the school governing bodies (SGBs) play in improving school management and governance. The study reports on a literature review as well as on the empirical investigation, which was based on a qualitative research paradigm. Semi-structured interviews with the principals of three different rural schools were employed to collect data. The literature findings revealed that including parents as part of the SGB is seen as an essential component for the successful functioning of the school. The empirical study also emphasised the importance of including parents. However, the principals were concerned about the fact that many members of the SGB are illiterate and uncertain of the role they play in school governance. The principals emphasised the need for training of the members of SGBs as regards their working knowledge of school governance activities.  相似文献   

Parental influences and adolescent career behaviours in a collectivist cultural setting     

Dian R. Sawitri  Peter A. Creed  Melanie J. Zimmer-Gembeck 《International Journal for Educational and Vocational Guidance》2014,14(2):161-180

Using social cognitive career theory, we examined the relationships between parental variables (parental career expectations, adolescent–parent career congruence) and adolescent career aspirations and career actions (planning, exploration) in a sample of Grade 10 Indonesian high school students. We found good support for a model that revealed various routes by which the two parental variables were associated with adolescent career aspirations and career actions, although the main influence of the parental variables was by way of self-efficacy. The findings demonstrate important roles for parental career expectations and adolescent–parent career congruence in adolescents’ career aspirations and actions.  相似文献   

Does poor spelling equate to slow reading? The relationship between reading,spelling, and orthographic quality     

Sandra Martin-Chang  Gene Ouellette  Melanie Madden 《Reading and writing》2014,27(8):1485-1505

High quality lexical representations in memory, characterized by accuracy and stability, are said to underpin fluent reading. Here, the relationship between orthographic quality and reading speed was examined by asking undergraduates (N = 74) to repeatedly read and spell words. Spelling performance over five trials indicated orthographic quality. Single word reading speed was measured using E-Prime technology. A within-participant repeated measures analysis revealed that words which participants spelled consistently accurately, were read faster than words which were misspelled. This pattern also held in a within-word analysis; the same words were read faster by individuals who always spelled them correctly, compared to those who did not. Further, it was found that when words were spelled using the same incorrect letter patterns across trials (i.e., in the same erroneous way), they were read faster than when they had an incorrect but less stable representation (i.e., inconsistent spelling across trials). Hence, the difference in reading speed appears to be a function of both the accuracy and stability of the orthographic representations stored in memory, rather than due to characteristics of individual participants or words. These results lend support for a central role of lexical quality in both spelling and reading, and are discussed with reference to the lexical quality hypothesis.  相似文献   

Development and use of a test instrument to measure biology teachers’ content knowledge (CK) and pedagogical content knowledge (PCK)     

Melanie Jüttner  Williame Boone  Soonhye Park  Birgit J. Neuhaus 《Educational Assessment, Evaluation and Accountability》2013,25(1):45-67

Research on teachers’ professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge—such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students´ Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies—have been conducted in the field of mathematics teachers’ pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers’ CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers’ CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers’ CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning.  相似文献   

The Sorry Tale of Contemporary Authorship: A Study of Scottish Authors     

Melanie Ramdarshan Bold 《Publishing Research Quarterly》2013,29(1):73-92

This paper gives a detailed overview of contemporary authorship in Scotland through the analysis of interviews with and a survey of Scottish authors. These results are compared to previous studies to highlight the changing nature of authorship over the years. Both the survey and interview results paint a pessimistic picture of authorship in the twenty-first century, with the majority of authors earning very little from their writing and depending on alternative avenues to improve their income. Additionally, Scottish authors are not benefiting from the numerous new platforms to exploit their work through, which could help to enhance their income. This is partly because many Scottish authors still have a traditional view of publishing and do not think about their work commercially, and partly because, in many cases, their rights are controlled by their publishers and not widely exploited. This survey also found that Scottish authors with London literary agents earned more income than their counterparts with Scottish agents; however, this was mainly because they were more likely to be published with London publishers. This shows that Scottish publishers are failing their authors by not fostering their rights efficiently and effectively: fostering these rights more effectively could help supplement authors’ income.  相似文献   

Measurement of communication flexibility: Working adults vs. college students     

Melanie Booth‐Butterfield 《Communication Research Reports》2013,30(4):365-369

Earlier work has indicated that certain groups of adults might be disproportionately inflexible in their communicative interactions, but conclusions are uncertain due to the accepted practice of sampling college students to develop and validate measures. This study compared working adults with college student respondents on the Communication Flexibility scale (Martin & Rubin, 1994). Results from two samples of working adults indicate that adults score lower on communication flexibility than do traditional college students. This reinforces researchers’ need to be aware that some measures’ norms may vary depending on the targeted population.  相似文献   

The function of uncertainty reduction in alleviating primary tension in small groups     

Melanie Booth‐Butterfield  Steven Booth‐Butterfield  Jolene Koester 《Communication Research Reports》2013,30(2):146-153

Two studies manipulated levels of uncertainty and employed self report, observer‐ratings, and behavioral coding to assess primary tension in groups. Results indicate that a) participants cannot differentiate levels of primary tension in groups, b) observers can reliably detect differences in primary tension behaviors, and c) these tense group behaviors decrease as uncertainty is effectively reduced.  相似文献   

Editor's message     

Melanie Booth‐Butterfield Editor 《Communication Research Reports》2013,30(1)

  相似文献   

Competency-Based Talent Management: Three Perspectives in an Academic Library     

Lorelei Rutledge  Sarah LeMire  Melanie Hawks  Alfred Mowdood 《图书馆管理杂志》2013,53(3):235-250

ABSTRACT

This article describes how the University of Utah's J. Willard Marriott Library implemented a competency-based talent management system across the organization to address organizational, departmental, and individual needs. Success of the implementation was mixed. Designing human resources systems around core competencies made organizational values and goals concrete but proved unsustainable in the long-term. Using core competencies to shape departmental goals, coach staff and library faculty, and onboard new employees proved beneficial at the middle management level.  相似文献   

What’s in a Name: Differential labelling of plant and animal photographs in two nationally syndicated elementary science textbook series     

Melanie A. Link‐Pérez  Vanessa H. Dollo  Kirk M. Weber  Elisabeth E. Schussler 《International Journal of Science Education》2013,35(9):1227-1242

This study investigated plant and animal photographs in elementary science textbooks to discern whether there were disparities in the number of plant and animal photographs or in how those photographs were labelled. We examined the Life Science sections of two nationally syndicated (USA) textbook series. For each text, we identified the photographs with plant and/or animal content and evaluated them for two features: (1) the subject of the photograph, and (2) the specificity of the label (name) provided. We found that photographs with animal subjects were more numerous than those with plant subjects; they also represented a greater diversity of animals and had a higher instance of repetition than did plant photographs. We also found a significant naming disparity: animal photographs were three times more likely to be provided with a specific label (common name) than were plant photographs. Not only were plant photographs less likely to be provided with a specific name for the plant (e.g. orchid or dandelion), but also they were commonly identified only by the name for a plant part (such as flower or leaf) or life‐form (e.g. tree or shrub). To address the disparity revealed by this study, and to encourage student interest in and knowledge about plants, we recommend that educators go beyond textbooks to expose students to a diversity of named plants, and present plants as distinct organisms rather than as a collection of parts.  相似文献