Social network analysis: a simple but powerful tool for identifying teacher leaders     

P. Sean Smith  Meredith L. Hayes 《International Journal of Leadership in Education》2018,21(1):95-103

Instructional teacher leadership is central to a vision of distributed leadership. However, identifying instructional teacher leaders can be a daunting task, particularly for administrators who find themselves either newly appointed or faced with high staff turnover. This article describes the use of social network analysis (SNA), a simple but powerful tool that can help administrators better understand the connectedness of their network and pinpoint influential individuals within it. We offer practical guidance for conducting SNA, generating and modifying a sociogram, and interpreting the resultant data. Additionally, we suggest that information provided by SNA may be used to inform decisions about school/district programmes and policies.  相似文献   

‘Let’s work on your weaknesses’: Australian CrossFit coaching,masculinity and neoliberal framings of ‘health’ and ‘fitness’     

Meredith Nash 《Sport in Society》2018,21(9):1432-1453

CrossFit (CF) is one of the fastest growing exercise regimens in the world. However, sociologists have been relatively slow in examining the place of CF coaches in contemporary CF fitness culture. CF coaches are key figures in the production, promotion and consumption of CF fitness services. Therefore, coaches are a sociologically compelling group to examine. Drawing on interviews with male CF coaches in Tasmania, Australia, this paper argues that the way that CF coaches become qualified, interact with clients and understand ‘health’ and ‘fitness’ is shaped by the confluence of masculinity and neoliberalism. As CF grows in Australia alongside other fitness regimens, these findings pose a unique set of concerns for the Australian fitness industry, especially in relation to the ways that CF coaches translate the meaning and practice of ‘health’ and ‘fitness’ to their athletes.  相似文献   

Interactions between student achievement orientation,locus of control,and two methods of college instruction     

Jon R. Root  Meredith Damien Gall 《Educational technology research and development : ETR & D》1981,29(3):139-146

Are some methods of instruction more suited to some students than to others? Do students who seem to be motivated to achieve through independent action actually do better in classes that reward independent behavior? And do students whose orientation is more one of conformity actually do better in classes that reward conforming behavior? This study found some of the anticipated results — and the authors discuss how their findings can be applied in college settings. Results at variance with earlier findings also are discussed.  相似文献   

Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?     

Tarja Raag  Karen Kusiak  Meredith Tumilty  Anna Kelemen  Hilana Bernheimer  Jessica Bond 《教育心理学》2011,31(6):691-705

This study evaluated factors within families that enhance kindergarten reading readiness of children and are also linked to maternal education (a common proxy for SES). We were interested in identifying factors that would be more accessible to families and school administrators as sources of potential change than broad and un-malleable reflections of socio-economic status. Consistent with current research, we found that maternal education had a broad impact on the reading readiness of children. Maternal education was linked to the amount of time children spent with non-literary media (television, computers, videos, video games). Re-running analyses using time with media as a covariate resulted in reduced differences in reading outcomes of children as a function of maternal education. Effects of maternal education were reduced by the end of the kindergarten year, indicating that literacy programming implemented by the school was successful in closing this academic gap.  相似文献   

Contextual Understandings in the TPACK Framework     

Meredith J. C. Swallow  Mark W. Olofson 《Journal of Research on Technology in Education》2017,49(3-4):228-244

The technological, pedagogical, and content knowledge (TPACK) framework considers the role of technology in teaching. Although TPACK is grounded in context, one limitation is the lack of understanding about the interactions between particular contexts, knowledge development, and instruction. This qualitative multiple-case study was designed to explore the contextual factors that contribute to teachers' development of technological, pedagogical, and content knowledge and practice. Researchers focused on the Catholic educational environment to develop a more refined understanding of specific, and unique, contextual factors within the TPACK framework. Individual case analysis of interview and observation data pointed toward microlevel, or teacher-centric, factors, including background, attitudes, and personal conceptualization of contemporary education, to be primary influences of the development and use of technological knowledge. Recommendations are made for educators to think about how changes in context influence the distinct overlapping components of the TPACK framework, and accordingly their individual TPACK. (Keywords: TPACK, educational technology, teacher practice, teacher context)  相似文献   

The Reality of Sustaining Community-Based Sport and Physical Activity Programs to Enhance the Development of Underserved Youth: Challenges and Potential Strategies     

Meredith A. Whitley  Tanya Forneris  Bryce Barker 《Quest (Human Kinetics)》2015,67(4):409-423

Many community-based sport and physical activity programs take a positive youth development approach when operating in underserved communities around the world (Forneris, Whitley, & Barker, 2013). However, one of the biggest challenges for these programs is sustainability (Lindsey, 2008). The purpose of this article is to present the 3 authors’ experiences related to program sustainability when working with community-based sport and physical activity programs using a positive youth development approach in underserved communities. The authors describe the challenges faced with program sustainability, including ineffective development approaches, building strong relationships with community partners, knowledge translation, and securing funding. Also described are the strategies used to overcome these challenges, such as planning, capacity building, recruitment, and evaluation. This article is intended to stimulate more open and honest discussions about the realities of positive youth development program sustainability around the world.  相似文献   

Promoting Psychological Well-Being in an Urban School Using the Participatory Culture-Specific Intervention Model     

Patrick B. Bell  Meredith A. Summerville  Bonnie K. Nastasi  Julie Patterson  Elizabeth Earnshaw 《Journal of educational and psychological consultation》2015,25(2-3):72-89

School psychology has recently reconceptualized its service provision model to include multitiered systems of academic and psychosocial promotion, prevention, and intervention. The availability of evidence-based programs and advances in school consultation theory accompany the paradigm shift of the field. Despite these advances, implementing multitiered systems of support into school settings is teeming with challenges and often results in program abandonment. One often cited reason for such failures is the inattention to local priorities and culture. This article discusses the use of the participatory culture-specific intervention model (Nastasi, Moore, & Varjas, 2004 Nastasi, B. K., Moore, R. B., & Varjas, K. M. (2004). School-based mental health services: Creating comprehensive and culturally specific programs. Washington, DC: American Psychological Association.[Crossref] , [Google Scholar]) to build comprehensive systems of support in an elementary school in New Orleans. Co-authored by both researcher-consultants and school administrators, the article highlights the research, consultation, intervention, and collaborative decision-making activities over a 4-year period in a continuing university–school partnership. The discussion focuses on the process, challenges, and successes in consulting to build multitiered systems of support.  相似文献   

Research on Learners and Teachers of Mathematics and Science: Forerunners to a Focus on Teacher Educator Professional Growth     

Krainer  Konrad  Even  Ruhama  Park Rogers  Meredith  Berry  Amanda 《International Journal of Science and Mathematics Education》2021,19(1):1-19

This introductory paper first reflects the genesis of research in mathematics and science teacher education. The analyses show a movement from foci of research in mathematics and science education from students to teachers, and then to teacher educators. Next, an overview of research in mathematics and science teacher education and its development is provided, including teacher educators’ growth. This is followed by a comparative look at the seven papers in this special issue through three lenses, focusing on who the teacher educators in these papers are, the practices which are the focus for development, and the contexts in which the professional growth is situated. The seven papers not only exemplify how teacher educators might critically and systematically reflect on their own growth, educate new teacher educators, and do corresponding research, but also demonstrate the considerable progress the research community has made with respect to the professional growth of mathematics and science teacher educators in the last decade. Finally, challenges and questions are raised, in particular in relation to raising the quality and quantity of proficient teacher educators in order to strengthen teacher education research, and to have enough human resources to offer more and better professional development opportunities and to support schools.

  相似文献   

析出硬化粉末冶金不锈钢     

Roger D Doherty  高晓军 《中国科技信息》2008,(19)

高硬度不锈钢的使用需求在快速增长.尽管析出硬化不锈钢具有高强度,但在粉末冶金(PM)中使用的并不多.可通过加入在时效过程形成金属问沉淀的成份如铜、铌对这些合金进行强化.析出硬化级不锈钢的耐腐蚀性能可与铬镍级(300系列)相媲美.本文提出了两种析出硬化不锈钢粉末的物理性质和微观结构:17-4PH,一种高铬马氏体析出硬化不锈钢,优化条件后应用于粉末冶金中;另一种是在析出反应中使用铜的新型低铬(12w/o)合金.这种新型合金(410LCu)被视为满足高强度和中等耐腐蚀性的要求的低成本选择.  相似文献   

The Validity of the Interpersonal Behaviors Questionnaire (IBQ) in Sport   总被引：1，自引：1，他引：0  

Meredith Rocchi  Luc Pelletier  Philippe Desmarais 《Measurement in physical education and exercise science》2017,21(1):15-25

According to Self-Determination Theory (SDT), basic psychological needs will be influenced by other individuals’ interpersonal behaviors. The objective of the present research is to extend the validity of the Interpersonal Behaviors Questionnaire (IBQ and IBQ-Self) to the sport context. The measure was designed to assess perceptions of interpersonal behaviors of others (IBQ) or self-reports of interpersonal behaviors (IBQ-Self) in the context of SDT. This measure consists of 24 items and six subscales looking at autonomy-supportive, autonomy-thwarting (controlling), competence-supportive, competence-thwarting, relatedness-supportive, and relatedness-thwarting interpersonal behaviors. In Study 1, athletes were asked to report on their perceptions of their coaches’ interpersonal behaviors (IBQ). In Study 2, coaches were asked to report on their interpersonal behaviors when they coach their athletes (IBQ-Self). The results supported that the scale had a strong factor structure, internal consistency, and validity. Overall, the results supported the IBQ and IBQ-Self are valid measures of interpersonal behaviors in sport.  相似文献