Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing     

Heidi Wiebke  Meredith Park Rogers 《Studying Teacher Education》2014,10(3):222-238

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator.  相似文献   

Who am I and where do I belong? The perception and evaluation of teacher leaders concerning teacher leadership practices and micropolitics in schools     

Charlotte Struyve  Chloé Meredith  Sarah Gielen 《Journal of Educational Change》2014,15(2):203-230

The phenomenon of teachers taking on leadership tasks beyond their classroom duties has become widespread internationally. While presented as a catalyst for educational improvement, it blurs the traditional division between teaching and leading and therefore challenges the conventional professional relationships in schools as well as the professional self-understanding of teacher leaders. This article reports on an exploratory study of the perceptions of teacher leaders in Flemish primary and secondary schools. By conducting semi-structured interviews of 26 teacher leaders, we collected data concerning their tasks and the consequences for both their social–professional relations with teacher colleagues and school leaders and their professional self-understanding. From a micro-political perspective, the results demonstrate how teacher leadership introduces new structures of interactions in schools that makes teacher leaders find themselves continuously juggling between two different agendas of professional interests: obtaining recognition as a teacher leader by their colleagues as well as maintaining their social–professional relationships with their colleagues.  相似文献   

The importance of a collaborative culture for teachers’ job satisfaction and affective commitment     

Meredith  Chloé  Moolenaar  Nienke  Struyve  Charlotte  Vandecandelaere  Machteld  Gielen  Sarah  Kyndt  Eva 《European Journal of Psychology of Education - EJPE》2023,38(1):43-62

European Journal of Psychology of Education - Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school...  相似文献   

The blog phenomenon and the book publishing industry     

Meredith Nelson 《Publishing Research Quarterly》2006,22(2):3-26

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Examining instructional practices in Core-Plus lessons: implications for professional development     

Fran Arbaugh  John Lannin  Dustin L. Jones  Meredith Park-Rogers 《Journal of Mathematics Teacher Education》2006,9(6):517-550

In the research reported in this article, we sought to understand the instructional practices of 26 secondary teachers from one district who use a problems-based mathematics textbook series (Core-Plus). Further, we wanted to examine beliefs that may be associated with their instructional practices. After analyzing data from classroom observations, our findings indicated that the teachers’ instructional practices fell along a wide continuum of lesson implementation. Analysis of interview data suggested that teachers’ beliefs with regard to students’ ability to do mathematics were associated with their level of lesson implementation. Teachers also differed, by level of instructional practices, in their beliefs about appropriateness of the textbook series for all students. Results strongly support the need for professional development for teachers implementing a problems-based, reform mathematics curriculum. Further, findings indicate that the professional development be designed to meet the diverse nature of teacher needs.  相似文献   

Book reviews     

Wolfgang Vollmann  Denis Kallen  R. Murray Thomas  Jeannie L. Steele  Kurtis S. Meredith  Jindra Kulich  Kenzo Mochida 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1996,42(5):531-541

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Do rats and pigeons readily acquire instrumental responses for food in the presence of free food?     

Robert L. Welker  Meredith A. Weidenman 《Learning & behavior》1978,6(3):366-367

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The contribution of extracurricular coaching on high school teachers’ job satisfaction     

Meredith Rocchi  Martin Camiré 《教育心理学》2018,38(3):305-324

The purpose of the present study was to explore the contribution of extracurricular coaching on high school teachers’ job satisfaction. Specifically, the study looked at how perceptions of the coaching environment (athlete relationships, colleague relationships and opportunities through coaching) influenced teachers’ perceptions of stressors (athlete-related and workload-related) and coaching efficacy, and how this in-turn influenced teachers’ job satisfaction. The sample examined 2949 teachers from across Canada who volunteered as high school sport coaches, above and beyond their regular teaching load. The results supported that the data fit the model well (SBχ²₍₂₆₄₎ = 973.36, p < .001, SRMR = .08, CFI = .91, TLI = .90, RMSEA = .055 CI₉₅ [.052, .059]) and that teachers who reported a positive coaching environment had increased coaching efficacy and decreased perceptions of athlete-related and workload-related stressors. Increased coaching efficacy predicted higher job satisfaction, while increased perceptions of stressors predicted lower job satisfaction.  相似文献   

Randomized Trial of Web-Based Stress Management Interventions for Community College Students     

Liza N. Meredith  Patricia A. Frazier 《Community College Journal of Research & Practice》2019,43(1):42-53

Community college students may experience more severe psychological concerns than traditional university students and have fewer institutional mental health resources available. This replication study examined the efficacy of three versions of a brief, structured web-based stress management program with community college students. The program focuses on improving perceptions of control over stressors, based on research suggesting that focusing on what you can control in the present (i.e., present control) is associated with less distress and better adjustment. Participants (N = 213 community college students) were randomly assigned to one of three conditions: present control intervention (PCI), PCI with enhanced stress logs (E-PCI) or PCI with mindfulness training (PCI + MF). They completed web-based, self-report measures at pre-intervention, post-intervention, and 3-week follow-up. Participants in all three intervention conditions demonstrated reductions in perceived stress and distress symptoms from pre-intervention to post-intervention and 3-week follow-up. In the PC+ MF group, the mean-within group effect size was d = ?0.46, which was slightly larger than the PCI group (d = ?0.36) and E-PCI group (d = ?0.41). This study replicated that present control interventions are effective in a community college sample. Community college students may benefit from web-based interventions designed to increase present control.  相似文献   

An investigation of nonresponse bias in medical student assessment of instruction     

Myers  Christopher J.  Rubeck  Robert F.  Meredith  Keith 《Research in higher education》1983,19(4):461-467

Research in Higher Education - Nonresponse bias in medical students' ratings of basic science instructors was studied by comparing the responses of initial respondents with those obtained...  相似文献