Leadership styles predict career readiness in early college high‐school students          下载免费PDF全文

Sofia Villarreal  Jared A. Montoya  Phyllis Duncan  Esther Gergen 《Psychology in the schools》2018,55(5):476-489

This study examined leadership style as a predictor of career readiness among a sample of (N = 281) students from two early college high schools from the Rio Grande Valley in South Texas. Participants included 165 females and 116 males ranging from 14 to 19 years of age and 96.8% identified as Hispanic. Participants provided demographic information and reported their own leadership style using the Multifactor Leadership Questionnaire (MLQ 5x) as well as their career readiness using the Employability Skills Inventory (ESI). Additionally, pre‐existing district Texas Success Initiative (TSI) data was used to identify college readiness in Reading, Writing, and Math. The results indicated that college readiness, dual enrollment, year in school and gender predicted some of the dimensions of career readiness, but leadership style emerged as a significant predictor of all eight dimensions of career readiness.  相似文献   

A child's cognitive perception of death     

Catherine Goodwin  Phyllis M. Davidson 《Early Childhood Education Journal》1991,19(2):21-24

Modern technology and health practices of people today have resulted in people living longer than ever before. Also, the institutions of the hospital and funeral home today make death more physically distant from the child's world. It is not uncommon for the past two generations to have grown up to middle adulthood and not to have experienced the death of an immediate family member (Lerner, 1976). As a result, death today is viewed more as an intrusion on normal reality (Gordan & Klass, 1979).Catherine Goodwin is Special Education Coordinator, College of Human Ecology, The University of Tennessee. Phyllis M. Davidson is Associate Professor, School of Home Economics, Tennessee Technological University.  相似文献   

Questions about serving children with HIV/AIDS     

Sherri Savage  Phyllis Mayfield  Martha Cook 《Early Childhood Education Journal》1993,21(1):10-12

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Filler feminism in high school history     

Robert Lerner  Althea K. Nagai  Stanley Rothman 《Academic Questions》1991,5(1):28-40

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The more things change,the more they stay the same,and other clichés about intermediaries in publishing     

Phyllis B. Steckler 《Publishing Research Quarterly》1988,4(4):38-44

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Adaptations for young children with visual impairments in regular settings     

Dr. Phyllis K. Mayfield  Katherine M. McCormick  Martha J. Cook 《Early Childhood Education Journal》1996,23(4):231-233

Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates, more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of this article is to provide the child-care and preschool teacher with information that may facilitate the development of children with visual impairments with integrated or inclusive settings.  相似文献   

Hand in Hand: A Journey Toward Readiness for Profoundly At-Risk Preschoolers     

Beverly N. Parke  Phyllis Agness 《Early Childhood Education Journal》2002,30(1):33-37

Hand in Hand is an early childhood program for at-risk preschoolers. It is designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Circumstances under which the students live include violence, abandonment, homelessness, starvation, and abuse. This article discusses the program and the 7 principles on which it is based.  相似文献   

Story comprehension and recall in dyslexic students     

Phyllis A. Weaver  David K. Dickinson 《Annals of dyslexia》1979,29(1):157-171

This article is an extension of work reported earlier in this journal (Weaver 1978). In that paper, we echoed the commonly suggested need for examining reading difficulties in relation to higher-order language processes and offered a schema-theoretical framework for guiding such an examination. In this article we report the findings and implications of an empirical investigation into the characteristics of story recall abilities in students with dyslexia or severe reading disabilities.  相似文献   

Dimensions of stress among university faculty: Factor-analytic results from a national study     

Walter H. Gmelch  Phyllis Kay Wilke  Nicholas P. Lovrich Jr. 《Research in higher education》1986,24(3):266-286

Previous studies on the role of the professor reflect the existence of a multifaceted complex of strains on faculty. This research study investigated identifiable patterns of faculty stress. From a sample of 80 doctorate-granting institutions, 1,920 professors were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28%. The multidimensionality of the 45-item Faculty Stress Index, investigated through factor analysis, resulted in five distinct dimensions of perceived stress: reward and recognition (55% common variance); time constraints (12% common variance); departmental influence (7% common variance); professional identity (6% common variance); and student interaction (6% common variance). Each factor was also analyzed according to professional and personal characteristics, and the analysis resulted in significant differences in the areas of tenure, rank, age, gender, and marital status. No differential pattern was discovered among disciplinary categories.  相似文献   

Urban schools' teachers enacting project‐based science     

Tali Tal  Joseph S. Krajcik  Phyllis C. Blumenfeld 《科学教学研究杂志》2006,43(7):722-745

What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006  相似文献