The administrative role in teacher competency     

Patricia A. Brieschke 《The Urban Review》1986,18(4):237-251

As managers of teachers, principals must cope with a variety of educational mistakes in their schools. These cumulative mistakes lead to a state of borderline competency in the teacher. From interviews with 30 elementary school principals in a large urban school system, interviews and observations of 19 borderline competent teachers, and review of principals' teacher evaluation records, five states of coping with teachers' educational mistakes emerged: (1) deployment-enlisting the teachers' colleagues to watch over him or her and report back to the principal on the teacher's behavior; (2) detente-bringing the troubled teacher within the society of peers and rallying forces to help solve his or her problems; (3) determination-deciding that the range of the teacher's deviations exceeds the boundaries of normative behavior and there is cause for dismissal; (4) evaluation-assigning an unsatisfactory efficiency rating with extensive documentation and recordkeeping for teachers who have been identified as borderline competent; and (5) formal dismissal-taking action to remove a teacher from the school.  相似文献   

User Behaviour in Relation to Electronic Information Services within the UK Higher Education Academic Community     

Jennifer Rowley  Linda Banwell  Sue Childs  Patricia Gannon‐Leary  Ray Lonsdale  Christine Urquhart 《Learning, Media and Technology》2002,27(3):107-122

The User Behaviour Monitoring and Evaluation Framework has been established to investigate and profile the use of electronic information services (EIS) within higher education in the UK. Electronic information services are defined as: collections of information tools/products delivered to requesting users electronically, and usually computer mediated. This encompasses media of all types. This article discusses aspects of the methodology of the Framework, and preliminary findings from the first annual cycle of the Framework. Findings are based on interactions with 1500 users, including academic staff, library and information services staff, and students. Executed through three strands, the framework methodology uses an array of quantitative and qualitative approaches to lend a variety of insights into user behaviour with electronic information services, factors that encourage the use of electronic information services, and those that act as barriers to the effective integration of electronic information services into the learning experience.  相似文献   

Encoding and retaining information in the visuals and verbals of an educational movie     

Patricia Baggett  Andrzej Ehrenfeucht 《Educational technology research and development : ETR & D》1983,31(1):23-32

This study shows that when viewers watching an educational movie are presented simultaneously with information in two media-visual and verbal /auditory, there is no competition fa resources. When encoding information in one medium, one is not hindered from encoding information in the other; even when visual and linguistic information are presented sequentially, doubling study time, the extraction of information is not increased. College students appear to be good dual media processors. This work was supported by the Office of Naval Research, Contract #N00014-78-C0433, and National Institute of Mental Health postdoctoral fellowship #5 F32 MH07588-02, to the first author. Some of the results were presented at the 1980 annual meeting of the Psychonomics Society in St. Louis. We thank Agda Bearden for helping with data collection and scoring and R. Michael Perry for implementing the computer package for data analysis. Requests for reprints should be sent to Patricia Baggett, Psychology Department, University of Colorado, Campus Box 345, Boulder, Colorado, 80309. This report is #108 of the Institute of Cognitive Science’s Technical Report Series.  相似文献   

“You can go to college”: Employing a Developmental Perspective to Examine How Young Men of Color Construct a College-Going Identity     

Adrian H. Huerta  Patricia M. McDonough  Walter R. Allen 《The Urban Review》2018,50(5):713-734

This article examines college-going identity construction for Black, Latino, and Asian American and Pacific Islander high school students. The authors use Marcia’s (J Personal Soc Psychol 3(5):551–558, 1966; in: Delson (ed) Handbook of adolescent research, Wiley, New York, 1980) ego identity statuses perspective to examine how students develop their college-going identities to consider their post-high school pathways. We draw on focus groups interviews with 153 Black, Latino, and Asian American Pacific Islanders students enrolled in 10 urban and suburban high schools in California. The findings show the importance of being somebody, not quitting before establishing a career or graduating from college, joining the military as a pathway to finance postsecondary education, and the internal pressure to pay for higher education. The significance of this paper challenges the dominant narrative of young men of color not invested or interested in higher education, but highlight how the young men of color negotiate their agency in constructing their ideas and making decisions based on how various tensions and aspirations shape their goals after high school.  相似文献   

Missing the Mark: A New Form of Honorary Authorship Motivated by Desires for Inclusion     

Isis H. Settles  Sheila T. Brassel  Georgina M. Montgomery  Kevin C. Elliott  Patricia A. Soranno  Kendra Spence Cheruvelil 《Innovative Higher Education》2018,43(4):303-319

As scientific teams in academia have become increasingly large, interdisciplinary, and diverse, more attention has been paid to honorary authorship (i.e., giving authorship to those not making a significant contribution). Our study examined whether honorary authorship occurs because of the desire to include all or many team members. Interviews with project principal investigators (n?=?6) and early-career project members (n?=?6) from 6 interdisciplinary environmental science research teams revealed that principal investigators frequently employed inclusion-motivated honorary authorship but that this practice had some negative impacts on early-career team members with less power and status, thereby undermining true inclusion of those from underrepresented groups. We believe our findings are of import not only for environmental scientists, but also for scholars who are interested in issues of authorship decision-making regardless of disciplinary affiliation.  相似文献   

Effect of Key2Teach on Dutch teachers’ relationships with students with externalizing problem behavior: a randomized controlled trial     

Hoogendijk  Kirsten  Holland  Judith G.  Tick  Nouchka T.  Hofman  Adriaan W. H.  Severiens  Sabine E.  Vuijk  Patricia  Maras  Athanasios  van Veen  Dolf 《European Journal of Psychology of Education - EJPE》2020,35(1):111-135

European Journal of Psychology of Education - The teacher-student relationship plays an important role in the academic and behavioral development of primary school children with externalizing...  相似文献   

Reducing the distance: equity issues in distance learning in public education     

Patricia B. Campbell  Jennifer Storo 《Journal of Science Education and Technology》1996,5(4):285-295

Distance learning and educational equity both began with an emphasis on access, on providing underserved students with an increased access to education. Today definitions of equity have gone beyond simple access to include equal or equivalent treatment and outcomes while definitions of underserved students have expanded to include girls, children of color, children with limited English proficiency and children with disabilities. At the same time the definition of distance learning has expanded to include new technologies, new audiences and new roles. Based on these new definitions and roles, the article raises a number of equity challenges for distance learning educators centering around who is taught, what is taught and how the teaching is done. To answer these challenges, a series of recommendations are suggested that educators can implement to make distance learning a leader in increasing educational equity for all students. The time to act is now.  相似文献   

Comment on Philosophy and Education     

Patricia Albjerg Graham 《Educational theory》1981,31(1):29-30

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Applying a Socioecological Model to Understand Preschool Children’s Sedentary Behaviors from the Viewpoints of Parents and Preschool Personnel     

Suvi Määttä  Carola Ray  Gun Roos  Eva Roos 《Early Childhood Education Journal》2016,44(5):491-502

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Improving research on computers in science learning     

Joseph S. Kracjik  Patricia E. Simmons  Vincent N. Lunetta 《科学教学研究杂志》1986,23(5):465-470

Although research in Computer Assisted Instruction (CAI) currently lacks a well-developed literature and experimental foundation, the number of papers relating to CAI at the 1985 NARST convention at French Lick Springs increased substantially over those presented at the 1984 meeting. This commentary critiques some of those papers and suggests implications for the conduct of research on computers in science learning. The spirit of inquiry and the willingness to share ideas at the 1985 NARST meeting at French Lick Springs enhanced the quality of the meeting and made possible the gathering of papers and information that are the basis for this commentary. One team of authors (Choi & Gennaro, 1985) was so generous as to provide us with software they had developed for their study. The willingness to share was impressive and can facilitate research and development.  相似文献