Part-Time Faculty Involvement in Decision-Making     

Molly Ott  Lindsey Dippold 《Community College Journal of Research & Practice》2018,42(6):452-455

Drawing from a survey of 1,239 part-time community college faculty, this analysis investigates their views about being involved in departmental and campus-wide decision-making. The adjuncts had somewhat of a voice in instructional decisions pertaining to their area of expertise, but virtually no involvement in personnel or broader organizational matters. In all domains, they expressed desire to have a stronger voice. However, they also noted barriers to inclusion of part-time faculty in decision-making, including schedule constraints, compensation, and respect from their full-time counterparts.  相似文献   

Teacher Candidates Learn to Enact Curriculum in a Partnership-Sponsored Literacy Enrichment Program for Youth     

Kelly Chandler-Olcott  Sharon Dotger  Heather Waymouth  Michael Crosby  Molly Lahr  Kathleen Hinchman 《The New Educator》2018,14(3):192-211

This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized, implemented, and researched inquiry-based, literacy-infused curriculum within the program, which was embedded in a broader university–school partnership. Findings report curriculum-related decisions and adjustments made over two iterations of the program before detailing the data-driven adjustments planned for the program’s third iteration in 2017. Findings reveal that literacy supports were richer when the curriculum with which preservice teacher candidates worked was explicit about the content they must address and well sequenced. Such explicitness left more bandwidth for candidates to focus on literacy and reduced the chances it would get lost in candidates’ other concerns. Implications are discussed for others designing clinical experiences intended to interrupt the status quo in both literacy teacher education and K–12 schooling, with the goal of promoting more equitable outcomes for all.  相似文献   

The Gender Gap and Classroom Interactions: Reality and rhetoric?     

Michael Younger  Molly Warrington  Jacquetta Williams 《British Journal of Sociology of Education》1999,20(3):325-341

This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher-student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn.  相似文献   

Evaluating the effectiveness of KooLKIDS: An interactive social emotional learning program for Australian primary school children     

Annemaree Carroll  Molly McCarthy  Stephen Houghton  Emma Sanders O'Connor 《Psychology in the schools》2020,57(6):851-867

The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self-esteem. A quasi-experimental waitlist-control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher-led, classroom-based, structured program for enhancing children's social and emotional learning.  相似文献   

Critical plays: embodied research for social change     

Molly Mullen 《高等教育研究与发展》2016,35(5):1091-1093

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Features of Knowledge Building in Biology: Understanding Undergraduate Students’ Ideas about Molecular Mechanisms     

Katelyn Southard  Tyler Wince  Shanice Meddleton  Molly S. Bolger 《CBE life sciences education》2016,15(1)

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The White Establishment and the Character of Change     

Molly T. O'Brien  Thomas V. O'Brien 《History of education quarterly》2002,42(4):579-595

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Differential Achievement of Girls and Boys at GCSE: some observations from the perspective of one school     

Mike Younger  Molly Warrington 《British Journal of Sociology of Education》1996,17(3):299-313

This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority structure of the school. Teachers attitudes to masculinity and femininity in turn influence classroom interactions between teacher and learner: students perceived more positive teacher attention and support focused on girls, with teachers prepared to be more lenient and tolerant with girls than with boys. In homework and coursework, girls appear to be more committed and better organised, and to have a more realistic grasp of what is required for success at GCSE. In conclusion, an attempt is made to identify a number of issues which schools might consider in attempting to reduce male underachievement.  相似文献   

The relationship between design reflectivity and conceptions of informed design among high school students     

Molly H. Goldstein  Şenay Purzer  Robin S. Adams  Jie Chao  Charles Xie 《European Journal of Engineering Education》2019,44(1-2):123-136

ABSTRACT

Although reflection is a key behaviour of expert designers, it is often a challenging task for new designers. In addition, research on the reflectivity of student designers is limited. The purpose of this study is twofold: (1) to identify the levels of reflectivity while designing, and (2) to study the relationship between reflectivity and conceptions of informed design. We collected data from high school students engaged in an engineering design project. We developed a coding protocol to score levels of reflectivity in student reflections at three levels (low, medium, and high), and used the conceptions of design test to assess changes in student understanding of design activities. Using Wilcoxon signed-rank tests, we determined if students tended to select more ‘key’ design activities and fewer ‘distractors’ within each reflection group. We also performed McNemar’s tests to determine which specific design activities were important within each reflection group after the design project. The results show moderately reflective students had higher gains in understanding of informed design activities compared to those with high or low reflectivity. Results also indicate that different design activities became important for students within each of the three reflective groups. Implications from this research indicate that groups of students experience changing conceptions of design in different ways. An understanding of what students deem important while designing would better allow teachers to encourage behaviours that are like those of informed designers.  相似文献   

Enhancing critical thinking using team-based learning     

Molly Espey 《高等教育研究与发展》2018,37(1):15-29

This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.  相似文献