Bedouin special-education teachers as agents of social change     

Efrat KassErez C. Miller 《Teaching and Teacher Education》2011,27(4):788-796

This study probes the career motives of minority special-education teachers in the Bedouin Arab society of southern Israel. The results, obtained via in-depth interviews of teachers, show that the teachers aspire to become agents of social change in three spheres: In the external sphere, they aim for professional autonomy and independence within the Israeli Arab education system. The internal sphere includes a moral-awareness aspect of their society’s view of special education. The personal sphere includes a practical aspect, in which the teachers wish to upgrade their professional qualifications in order to cope better with challenges that they face in the field.  相似文献   

Maxine's Voice and Unfinished Conversations… .     

Janet L. Miller 《Educational Studies A Journal of the American Educational Studies Association》2015,51(5):413-416

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Learning to Love Reading: A Self-Study on Fostering Students' Reading Motivation in Small Groups     

Rosa Miller 《Studying Teacher Education》2015,11(2):103-123

This study explores the relationship between small, differentiated reading groups and fourth-grade students' reading motivation. Using self-study methodology, the author examined her own process of implementing these reading groups through two cycles of action research. Data were analyzed from two different administrations of the Motivations for Reading Questionnaire, as well as from the author's narrative journal entries, written student reflections, small-group and individual interviews, and a critical friend's observations. Findings indicated that small, differentiated reading groups that emphasized social interaction and student choice led to a class culture of reading and promoted students' reading motivation. Students linked their learning in these groups to their written assignments and tended to devalue the group discussions. In addition, implementing the reading groups minimized the author's own performance gap and contributed to greater satisfaction in her own practice. These findings have implications for the design and implementation of differentiated reading groups, as well as for those who support novice teachers.  相似文献   

Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers     

Christine Pfund  Kimberly C. Spencer  Pamela Asquith  Stephanie C. House  Sarah Miller  Christine A. Sorkness 《CBE life sciences education》2015,14(2)

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.  相似文献   

Innovative University Programs for Teaching about Domestic Violence     

Molly Dragiewicz  Angela R. Gover  Susan L. Miller  Jennifer Naccarelli  Barbara Paradiso 《Journal of Criminal Justice Education》2013,24(4):594-611

Universities and colleges across the country offer courses on domestic violence. A few programs have developed such academic opportunities even further, offering specializations, graduate certificates, and degrees concentrated on domestic violence. This paper introduces two innovative academic programs: the undergraduate Domestic Violence Prevention and Services Concentration and Minor at the University of Delaware and the graduate Program on Domestic Violence at the University of Colorado Denver. The authors review the structure, content, benefits, and challenges of these programs with a view to informing and inspiring others who might be interested in establishing similar curricula at their own institutions.  相似文献   

COMMUNITY COLLEGE FACULTY GOVERNANCE LEADERS: RESULTS OF A NATIONAL SURVEY     

Myron L. Pope  Michael T. Miller 《Community College Journal of Research & Practice》2013,37(8):627-638

Faculty governance units are widely used in community colleges to provide a sounding board for policy formation and decision making. Typically based on a representative democracy, these units must be both responsive to peer faculty members as well as the college's central administration. As a result of being structurally in the middle of the decision-making process, effective communication is paramount to faculty governance unit leader success. This study profiles individuals in the faculty governance leadership position, including their written and oral communication apprehension levels, and the relationship of this apprehension to job-related stressors.  相似文献   

COMMUNITY COLLEGE FACULTY INVOLVEMENT IN INSTITUTIONAL GOVERNANCE     

Michael T. Miller  Stephen M. Vacik  Camilla Benton 《Community College Journal of Research & Practice》2013,37(7):645-654

The current study provided an investigation of 110 faculty who were very involved, moderately involved, and not involved in governance activities in community colleges. No differences were found between the three groups on characteristics of an ideal governance process or the roles faculty have in shared governance. Differences were found in responses to general perceptions toward faculty involvement in governance.  相似文献   

Leading from the Inside Out: Learned Respect for Academic Culture through Shared Governance     

Myron L. Pope  Michael T. Miller 《Community College Journal of Research & Practice》2013,37(9-10):745-757

ABSTRACT

Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The purpose of this study was to identify areas of common thinking among community college presidents and faculty senate leaders about the importance of certain experiences and beliefs needed by effective community college presidents, and the extent that they can be learned by service on the faculty senate.  相似文献   

Communication Apprehension: Levels of First–Generation College Students at 2–Year Institutions     

Trevor A. Francis  Michael T. Miller 《Community College Journal of Research & Practice》2013,37(1):38-55

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The Role of Rural Community Colleges in the Development of Personal Identity     

Michael T. Miller  David Deggs 《Community College Journal of Research & Practice》2013,37(5):330-339

Rural community colleges have an often understated impact on the communities they serve, especially in regard to their role in developing the identity of individuals. The ability of the rural community college to influence individual identity development is often exasperated due to the challenges associated with rural American life. The role of the rural community college in meeting individual needs can be guided by the five components of the Model of Community Expectancy (Deggs & Miller, 2011 Deggs , D. , & Miller , M. ( 2011 ). The leadership of rural counties, their attributes and indicators of educational attainment . Journal of Organizational Learning and Leadership , 9 ( 1 ), 35 – 46 . [Google Scholar]). Drawing upon this model, rural community colleges influence the development, creation, and sustaining of community expectations by developing the individual through labor, nonformal education, liberating education, and sports and recreation programs. Focusing on these and related program areas can enable rural community college leaders in developing the next generation of community leaders.  相似文献