Meeting the Demand for Leadership Development     

Thomas A. Murray  Stacie M. Schultz 《About Campus》2013,18(3):16-18

Due to its unique, flexible structure and low cost, virtually any student can participate in the Applied Tailored Leadership Adventure for Success (ATLAS) Leadership Certificate Program at the University of Arizona.  相似文献   

Conceptual Foundations and Components of a Contextual Intervention to Promote Student Engagement During Early Adolescence: The Supporting Early Adolescent Learning and Social Success (SEALS) Model     

Thomas W. Farmer  Jill V. Hamm  Kathleen L. Lane  David Lee  Kevin S. Sutherland  Cristin M. Hall 《Journal of educational and psychological consultation》2013,23(2):115-139

Decades of research indicate that many early adolescents are at risk for developing significant school adjustment problems in the academic, behavioral, and social domains during the transition to middle school. The Supporting Early Adolescent Learning and Social Success (SEALS) model has been developed as a professional development and consultation program to train teachers in universal (Tier 1) instructional and classroom management strategies to address the correlated risks experienced by students during this time. This article reviews the conceptual foundations of the SEALS model, provides an overview of SEALS intervention components, describes the SEALS professional development training and consultation framework, reviews preliminary findings of the impact of SEALS in rural school settings in the United States, and discusses research needs and future directions regarding the use of the SEALS model.  相似文献   

Staff Development in Problem-based Learning     

Ian Murray  Maggi Savin-Baden 《Teaching in Higher Education》2013,18(1):107-126

It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum.  相似文献   

Ethics in sport     

Dale Murray 《体育哲学杂志》2019,46(2):296-300

  相似文献   

Attachment,Well‐Being,and College Senior Concerns About the Transition Out of College     

Joel A. Lane 《Journal of College Counseling》2016,19(3):231-245

This study examined the relationships among attachment, psychological well‐being (PWB), life satisfaction, and concerns about the transition out of college among a sample of college seniors. A path analysis was conducted predicting that PWB and life satisfaction would mediate the relationships between attachment and 3 types of graduation transition concerns: career, change and loss, and support. Significant mediation effects affecting career concerns and change and loss concerns were discovered. Implications for college counseling are discussed.  相似文献   

How students conceptualize grade‐based acceleration in inclusive settings     

Lynn Dare  Elizabeth A. Nowicki  Lori L. Murray 《Psychology in the schools》2021,58(1):33-50

Despite extensive research supporting educational acceleration for students with high academic ability, some psychologists, counselors, and educators express concerns about accelerative interventions. Such concerns often hinge on uncertainty about social acceptance, even in inclusive education settings. Research on acceleration has consistently shown benefits for students with high ability; however, there is a lack of research about grade‐based acceleration in inclusive schools. This study engaged two groups of students in group concept mapping processes to examine how they conceptualized beliefs about grade‐based acceleration in inclusive schools. First, 26 students in inclusive classes generated beliefs about grade‐based acceleration. Then they, and a group of 14 students with high ability, structured the data by sorting and rating a synthesized list of the generated beliefs. We analyzed the sorted data using multidimensional scaling and hierarchical cluster analysis. The resultant cluster maps revealed some differences and some similarities in the ways that the two groups of students conceptualized beliefs about educational acceleration. Practical implications are discussed.  相似文献   

Left Behind: District Secession and the Re-segregation of American Schools     

Eric A. Houck  Brittany C. Murray 《Peabody Journal of Education》2019,94(4):388-402

ABSTRACT

Sixty-five years after the Brown v. Board decision, American schools are re-segregated and re-segregating. The mechanisms of this re-segregation are legal action, voluntary moves towards unitary status, unintended consequences of integration-oriented strategies, and an increasing trend towards the fracturing, or splintering of school districts. Both economic and political theory would indicate that splintering districts would work to pull racial and economic advantage out of the remaining district and into their own. To test this theory, we created a dataset that captures the fiscal and demographic status of U.S. school districts between 2000 and 2014 and analyzed the effect of district separation on the remaining districts in terms of student body composition, overall integration and local, state, and federal resources. Our findings indicate that separating districts are less diverse than the districts left behind. We further find that separating districts gain resources from local revenue and that remaining districts gain federal revenue in insufficient amounts to account for the loss of local funds. We find that these relative disadvantages for left behind districts and relative advantages for seceding districts persist when compared to the general population of school districts.  相似文献   

Teachers’ Views on School Discipline: a theoretical framework     

Bruce Johnson  Victoria Whitington  Murray Oswald 《Cambridge Journal of Education》1994,24(2):261-276

  相似文献   

Speech and drama training for lectures as a means of improving university teaching     

Harry G. Murray  Cheryl Lawrence 《Research in higher education》1980,13(1):73-90

Although considerable resources have been invested in programs for the improvement of college and university teaching, there is little data available on the effectiveness of these programs. The present study assessed the value of speech and drama training as a method of improving lecturing skills in university teachers. It was found that teachers who received speech and drama training showed significant improvement in student ratings of classroom teaching relative to control teachers. Rival hypotheses involving greater motivation to improve in experimental teachers and generalized placebo and self-help effects were ruled out on the basis of student rating data from previous courses and differential findings for target and nontarget rating scales. It is concluded that speech and drama training can make a small but significant contribution to the improvement of university teaching.  相似文献   

The relationship between personality adjustment and success in remedial programs in dyslexic children     

Michael E. Murray 《Contemporary educational psychology》1978,3(4):330-339

Dyslexic and a normal group consisting of 104 children each were matched with reference to age, income, intelligence, and sex. Specific personality dimensions including self-concept, achievement motivation, general manifest anxiety, test anxiety, and behavior deviance were measured. Dyslexic children showed poorer adjustment in all areas of personality. Comparison of results within the dyslexic group showed that children who are successful in remedial training show better emotional adjustments than unsuccessful dyslexic children. A stepwise multiple regression analysis employing personality variables and overall success in remedial language training was computed. Classroom behavior and self concept were found to correlate with success and yielded a multiple correlation of .544. Results are discussed with reference to remediation and treatment.  相似文献