Cultivating Institutional Transformation and Sustainable STEM Diversity in Higher Education through Integrative Faculty Development     

Joseph A. Whittaker  Beronda L. Montgomery 《Innovative Higher Education》2014,39(4):263-275

An urgent need to broaden diversity and support the preparation of students and faculty members along proactive pathways to research and success can be facilitated by targeted faculty development and formalization of policies built on institutional commitment, engagement, and accountability. Involvement of the faculty in building institutional diversity will recognize equity-building initiatives as valid forms of faculty scholarship and as one way to address the growing public problem of educational disparities in the STEM fields. We propose systemic, institutional transformation centered on a foundation of faculty engagement, empowerment, and reward that reflects intentionality and accountability for developing diverse institutional communities.  相似文献   

Identifying and remediating dyslexia in the Reception year,a new possibility?          下载免费PDF全文

Diane Montgomery 《Support for Learning》2017,32(1):60-84

Research has shown that dyslexics have an inability to establish sound‐symbol correspondence, phonological awareness and alphabetic knowledge by the normal teaching methods used in schools. In new research with Reception year children, ages 4 and 5 years, it was found that 90 per cent on entry to 8 Reception classes had not established sound to symbol correspondence. Five months later, despite the normal daily teaching of reading and writing skills, one third of children had still not ‘cracked the alphabetic code’. Reports were sent to the teachers identifying each child's level of skill in handwriting and spelling with suggestions for specific interventions to promote the learning of sounds and their symbols. On entry into Year 2, in a 10 minute writing test, it was found that all the shildren had now developed sound‐symbol knowledge. At the end of Key Stage 1 the national SATs results showed that the disadvantaged groups in the project schools had raised their performance by 30 per cent in literacy above previous years and the already high perfoorming group had improved by 10 per cent. One dyslexic was identified in the Year 2 test by a need for word‐building teaching.  相似文献   

Special education professional development needs in Zimbabwe     

Morgan Chitiyo  Elizabeth M. Hughes  Darlington M. Changara  George Chitiyo  Kristen M. Montgomery 《International Journal of Inclusive Education》2017,21(1):48-62

Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development.  相似文献   

Rubrics as a Tool in Writing Instruction: Effects on the Opinion Essays of First and Second Graders     

Kendall L. Bradford  Amanda C. Newland  Audrey C. Rule  Sarah E. Montgomery 《Early Childhood Education Journal》2016,44(5):463-472

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Imagining the Antiracist State: Representations of racism in Canadian history textbooks     

Ken Montgomery 《Discourse: Studies in the Cultural Politics of Education》2005,26(4):427-442

This paper examines how knowledge about racism has been represented in high school Canadian history textbooks authorized by the Province of Ontario during the 1960s and after the year 2000. I argue that even though historical racisms have increasingly made their way into Canadian history textbooks as valid and important topics of study, the idea of racism continues to be understood largely within a prejudice/discrimination framework that reduces racism to irrational and individualized problems of thought, behaviour, and assumption. Moreover, through multiple techniques of containment, racism is imagined to exist within temporal and spatial locations, events, or incidents that are represented as either foreign to Canada or aberrations within Canada. The combined effect is to depict the space of Canada as one largely antithetical to racism.  相似文献   

Reduce,manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities     

Brenda M. Stoesz  Shahin Shooshtari  Janine Montgomery  Toby Martin  Dustin J. Heinrichs  Joyce Douglas 《Journal of Research in Special Educational Needs》2016,16(3):199-214

Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour.  相似文献   

Creating a HIP in the library: A high-impact practice case study     

Susan E. Montgomery 《College & Undergraduate Libraries》2013,20(2):162-175

Abstract

High-impact practices (HIPs) have been adopted on college campuses to enhance student learning. The academic library provides services and space contributing to learning at its institution. Librarians conduct space research to learn how the library building can better serve its users. Library space assessment is one way for librarians to engage with faculty and students to create an HIP in the library. This article is a case study of a collaboration between a librarian and a sociology professor to design an observational study. It demonstrates how librarians can contribute to HIPs at their institution by involving students in meaningful research.  相似文献   

College Hygiene Courses     

R. B. Montgomery M.D. 《Research quarterly for exercise and sport》2013,84(3):556-565

Abstract

Two prejudice scales were administered to 166 white, non-Jewish, non-Mexican male students. Ninety-two of these students were college athletes and 74 were nonathletes. The two instruments measured attitudes toward Negroes and Jews. While there was some difference in the raw scores between the athletes and nonathletes in the two 10-item scales, when treated statistically such difference proved to be of no significance with the exception of one item only. Pearson product-moment coefficients of correlation were computed and significant r's were found at the .05 level between the attitudes toward Negroes and Jews among both groups.  相似文献   

On the Subjective Representation of Statistical Problems     

Henry Montgomery  Carl Martin Allwood 《Scandinavian Journal of Educational Research》2013,57(3):107-127

Montgomery, H. & Allwood, C. M. On the Subjective Representation of Statistical Problems. Scandinavian Journal of Educational Research 22, 107‐127. Think aloud data from 19 subjects solving three statistical problems are reported. The data indicated that the problem solving process could often be regarded as a successive development of the problem formulation where each formulation tended to be on the same or on a higher qualitative level than the preceding formulation. Good problem solvers were found to differ from the poor solvers inasmuch as they (a) more often made an exhaustive definition of an essential concept mentioned in the problem, or (b) appeared to attend more to what was asked for in the problem. It was tentatively concluded that some of the erroneous problem solutions were due to a pure lack of reflection on how the solution of the problem should be related to the information asked for in the problem. For a problem, which was formulated in a seemingly ambiguous way, subjects’ knowledge of the underlying statistical model was positively related to the correctness of their problem interpretation.  相似文献   

Community college students’ views on learning mathematics in terms of their epistemological beliefs: a Q method study     

Denna L. Wheeler  Diane Montgomery 《Educational Studies in Mathematics》2009,72(3):289-306

The purpose of this study was to explore the views of students enrolled at a small United States Midwestern community college toward learning mathematics, and to examine the relationship between student beliefs about mathematic learning and educational experiences with mathematics using Q methodology and open-ended response prompts. Schommer’s (Journal of Educational Psychology, 82, 495–504, 1990) multidimensional theory of personal epistemology provided the structural framework for the development of 36 domain specific Q sort statements. Analysis of the data revealed three distinct but related views of learning mathematic which were labeled Active Learners, Skeptical Learners, and Confident Learners. Chi-square tests of independence revealed no significant differences based on gender. Additionally, there was no evidence for differences based on level of mathematics completed, age, or college hours accumulated. Student’s previous experiences in instructional environments, however, were closely associated with beliefs. Results are discussed in view of the implications for establishing learning environments and considerations in implementing Standards-based curricula in higher education.  相似文献