The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development     

Nadine Pelling 《International journal for the advancement of counseling》2008,30(4):235-248

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling experience was not. The implications of these findings are discussed in relation to the importance of supervisor credentials.  相似文献   

Trajectories of self-perceived math ability,utility value and interest across middle school as predictors of high school math performance     

Jennifer Lee Petersen  Janet Shibley Hyde 《教育心理学》2017,37(4):438-456

Although many studies have documented developmental change in mathematics motivation, little is known about how these trends predict math performance. A sample of 288 participants from the United States reported their perceived math ability, math utility value and math interest in 5th, 7th and 9th grades. Latent growth curve models estimated developmental trajectories in each of these constructs. Mathematics interest and utility value decreased across time, but there was no significant change in self-perceived math ability. Slopes and intercepts of all mathematics motivation variables correlated with one another. Even when controlling for prior mathematics performance, students who self-reported high math ability in 5th grade had higher standardised test scores than their peers in high school five years later. Neither math utility value nor math interest intercepts or slopes predicted later performance. Understanding the predictors of math performance is important for supporting students’ success in science, technology, engineering and mathematics careers.  相似文献   

Inquiry identity and science teacher professional development     

Nadine Bryce  Sara E. D. Wilmes  Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.  相似文献   

Principals in schools with a positive school culture     

Nadine Engels  Gwendoline Hotton  Geert Devos  Dave Bouckenooghe  Antonia Aelterman 《Educational studies》2008,34(3):159-174

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.  相似文献   

Investigation of guided school tours,student learning,and science reform recommendations at a museum of natural history     

Anne M. Cox‐Petersen  David D. Marsh  James Kisiel  Leah M. Melber 《科学教学研究杂志》2003,40(2):200-218

A study of docent‐led guided school tours at a museum of natural history was investigated. Researchers engaged in naturalistic inquiry to describe how natural history content was conveyed to students and what students gained from this model of touring. They also investigated how the content and pedagogy within the guided tour complemented recommendations from formal science standards documents and informal learning literature. About 30 visiting school groups in Grades 2–8 were observed. Teachers (n = 30) and select students (n = 85) were interviewed. Researchers found that tours were organized in a didactic way that conflicted with science education reform documents and research related to learning within informal contexts. Students' responses to interview questions indicated high satisfaction with the tours but low levels of science learning. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 200–218, 2003  相似文献   

The well‐being of teachers in Flanders: the importance of a supportive school culture     

Antonia Aelterman  Nadine Engels  Karen Van Petegem  Jean Pierre Verhaeghe 《Educational studies》2007,33(3):285-297

Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.  相似文献   

Existential career guidance for groups of young refugees and migrants: a Danish initiative     

Petersen  Inger-Lise Vanja Lund  Mariager-Anderson  Kristina  Patillon  Thi-Van  Bernaud  Jean-Luc 《International Journal for Educational and Vocational Guidance》2022,22(2):511-529

International Journal for Educational and Vocational Guidance - For many young migrants and refugees, adapting to a new life in Denmark is a challenging process. They often find themselves...  相似文献   

Promoting resiliency in adolescent girls through adventure programming     

Anja Whittington  Jeffery E. Aspelmeier  Nadine W. Budbill 《Journal of Adventure Education & Outdoor Learning》2016,16(1):2-15

This study examined whether participation in an adventure program increased the resiliency of adolescent girls. Eighty-seven girls who participated in Dirt Divas, a non-profit, adventure program, completed the Resiliency Scale for Children and Adolescents^® before and after their experience. Means-comparison tests for within-subjects designs were conducted and revealed that participants reported significantly higher levels of resilience after completing the Dirt Divas program, compared with their pre-program reports. Mixed-model repeated-measures analyses of variance showed that the changes in the girls’ resiliency were not affected by their socioeconomic status. Lastly, the long-term impact results (one month post participation) indicate that observed increases in resilience persist over time.  相似文献   

The use of touch devices for enhancing academic achievement: A meta‐analysis     

Shawna M. Petersen‐Brown  Erin E. C. Henze  David A. Klingbeil  Jennifer L. Reynolds  Rachel C. Weber  Robin S. Codding 《Psychology in the schools》2019,56(7):1187-1206

Touch devices such as tablets and smartphones are widely adopted in educational settings and have many desirable features. However, research supporting the use of touch devices to improve academic achievement is emergent and has not been evaluated through a meta‐analysis. We conducted a meta‐analysis of 65 group and single case design research studies, published 2010–2018, to evaluate the effects of touch device implementation on academic achievement. The overall mean effect sizes were moderate for group design and single case design studies. Participant, intervention, and study attributes were also evaluated to describe the research and how these attributes may moderate the results. Overall, results suggest that touch devices may be an effective tool for enhancing academic achievement. The need to conduct additional, rigorous research on the use of touch devices as well as implications for researchers and practitioners are discussed.  相似文献   

Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study     

Sara J. Powers  Yingying Wang  Sara D. Beach  Georgios D. Sideridis  Nadine Gaab 《Annals of dyslexia》2016,66(3):337-360

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