Preparation never ends: Sustaining a mentorship model in early childhood teacher education     

Roger Brindley  Pam Fleege  Stephen Graves 《Journal of Early Childhood Teacher Education》2013,34(1):33-38

Abstract

This paper documents the development of a mentorship project for both inservice and preservice early childhood teachers. This mentorship model was conceived by university faculty who were concerned that developmentally appropriate practice was fast becoming a casualty of the present accountability reform in education, and distressed by the disconnect between the university and the prek‐grade three classroom. The first two years of the model are described with particular emphasis placed on the second year efforts to increase the interaction of preservice and inservice teachers. Central to these efforts has been the two‐way communication resulting from video mentorship, and this paper documents the reactions of the stakeholders to this initiative. The paper closes by discussing the challenges that lie ahead as the mentorship model continues to evolve.  相似文献   

Transitioning to the classroom: reflections of second‐career teachers during the induction year     

Roger Brindley 《Teachers and Teaching》2013,19(5):577-594

In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession.  相似文献   

Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

Life versus death in the later criticism of F. R. Leavis     

Roger C. Poole 《Culture, Theory & Critique》2013,54(1):112-141

  相似文献   

Paying back student loans: Demographic,human capital and other correlates of default and repayment difficulty     

Roger Pizarro Milian  David Zarifa  Brad Seward 《Higher Education Quarterly》2021,75(1):77-97

Government‐sponsored student loans have emerged over the decades as a primary method of financing post‐secondary education across most North American jurisdictions. Despite this, the empirical literature examining the correlates of repayment difficulty and default in Canada has remained stagnant in recent years. This study taps into an underutilised data source—the 2013 National Graduates Survey—to examine the relationship between demographics, human capital, borrowing behaviour and other known predictors and repayment difficulty. Our logistic regression models demonstrate that disability status, geographic region and borrowing behaviour are correlated with loan default and repayment difficulty, while failing to verify the existence of other demographic effects routinely found in the existing literature. We discuss the implications of these findings, along with multiple avenues for further empirical work on this topic within Canada.  相似文献   

Interactionist Sociology of Education     

Roger Fielding 《British Journal of Sociology of Education》1984,5(1):89-95

  相似文献   

Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects          下载免费PDF全文

Rebecca D. Taylor  Eva Oberle  Joseph A. Durlak  Roger P. Weissberg 《Child development》2017,88(4):1156-1171

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

Why Foucault? New directions in educational research – By Peters,Michael A & Besley,Tina     

Roger Lindsay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):758-759

  相似文献   

An Illusory Interiority: Interrogating the discourse/s of inclusion     

Linda J.  Graham & Roger  Slee 《Educational Philosophy and Theory》2008,40(2):277-293

  相似文献   

Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments     

Roger Bruning  Kamau O. Siwatu  Xiongyi Liu  Lisa M. PytlikZillig  Christy Horn  Stephanie Sic  Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.  相似文献