Faculty integration of technology in teacher preparation: outcomes of a development model     

Sharon Judge  Blanche O’Bannon 《Technology, Pedagogy and Education》2013,22(1):17-28

This article reports on a faculty development model that uses a variety of approaches and strategies to help faculty restructure their curricula and effectively model technology integration for their students. A multifaceted model, funded in part by the Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative, was implemented at The University of Tennessee, Knoxville. The model included training, technical and collegial support, access, and incentives. Questionnaires and qualitative data indicated substantive changes in faculty expectations and assumptions regarding technology as well as increases in faculty and student technology skills and the degree to which faculty members integrate technology into their curricula. The model helped to facilitate the collaborative efforts of a cadre of faculty to model and integrate technology throughout their teacher preparation programs.  相似文献   

WHICH COMES FIRST: JEWISH VALUES OR JEWISH EDUCATION     

Sharon Milburn  Linda Seidman 《Journal of Jewish Education》2013,79(1-2):72-86

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Bringing Practitioner Research in Jewish Education to Life     

Miriam Raider-Roth  Sharon Feiman-Nemser 《Journal of Jewish Education》2013,79(2):221-226

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Early education teachers’ conceptualizations and strategies for managing closeness with the class in child care     

Sharon Quan-McGimpsey  Sarah Carmen Marziliano  Trevor Gregory Hassen  Allison Sandra Brown  Leon Kuczynski 《Teachers and Teaching》2013,19(5):514-526

This study investigated teachers’ experiences of closeness during interactions with the group of children in child care. Structured interviews were conducted with 24 female teachers who were teaching children between the ages of three and five (mean age = 3.9) regarding their perceptions of closeness with the group of children in the class. Qualitative analyses of the interviews revealed a group solidarity domain of teacher–group relationships composed of three dimensions which comprise emotional solidarity, consensual solidarity, and functional solidarity, with emotional solidarity most dominant in the teachers’ perceptions. This group solidarity domain was interpreted as being consistent with qualities found in Grusec and Davidov’s group participation domain. The findings that, teachers’ closeness with the group of children in the class were dominated by the emotional dimension is similar to previous research results which report the predominance of personal and intimate interactions in relational closeness between teachers and individual children. Teachers described intentional strategies for managing close group relationships that made use of interactional histories between the teachers and children in the class. These discoveries provide a new perspective on teacher closeness with groups, an area of research not often investigated. It also provides insights into the importance teachers place on connecting emotionally with children when they are with the collective group in the classroom.  相似文献   

A Multidimensional Assessment of Teachers’ Knowledge of Algebra for Teaching: Developing an Instrument and Supporting Valid Inferences     

Mark D. Reckase  Raven McCrory  Robert E. Floden  Joan Ferrini-Mundy  Sharon L. Senk 《Educational Assessment》2013,18(4):249-267

Numerous researchers have suggested that there are multiple mathematical knowledge and skill areas needed by teachers in order for them to be effective teachers of mathematics: knowledge of the mathematics that are the goals of instruction, advanced mathematics beyond the instructional material, and mathematical knowledge that is specific to what is needed to teach students. The research reported here is about the development of a test of teachers’ knowledge in these three areas related to the teaching of algebra. The test development process is described and the results of several analyses are reported that had the goal of checking whether valid inferences can be made about the hypothesized components of teacher knowledge.  相似文献   

THE ROUNDTABLE ON HIGHER EDUCATION: CREATING A NORTH DAKOTA UNIVERSITY SYSTEM FOR THE 21ST CENTURY     

Sharon Hart  Sharon Etemad  Joe McCann  Donna Thigpen 《Community College Journal of Research & Practice》2013,37(9):701-707

The Roundtable on Higher Education brought together the key stakeholders of the North Dakota University System (a unified system of 11 colleges and universities, including 5 community colleges) to establish consensus on a common vision, a clear set of expectations and the results for which the system would be held accountable. The roundtable effectively engaged these stakeholders at the front end of the process in a manner that made them active participants and led to the stakeholders taking ownership of the effort. Although there was an element of risk in this approach, the benefits have far exceeded expectations. This initiative is resulting in the development of a new relationship between the University System and the state's executive and legislative branches, as well as a new relationship between the University System and the private sector. Roundtable members refer to this new way of doing business as "public and private partnerships built upon mutual trust and a common purpose." Building these meaningful partnerships has taken a considerable commitment in North Dakota, but the results will likely have a major impact on the future of the state. The Roundtable on Higher Education has reached a level of accomplishment beyond the expectations of the State Board of Higher Education, the college and university presidents and those directly involved in the roundtable. For example, the landmark and comprehensive legislation passed during the 2001 legislative session was virtually identical to what was submitted. The State Board of Higher Education has authorized an entirely new funding model for the University System (as recommended by the roundtable), and the legislature granted the University System "flexibility with accountability"--a change that will be vitally important to the system's ability to play an expanded role in growing the state's economy. One challenge will be to maintain the momentum of this initiative, as well as the engagement of key stakeholders, especially since the initiative does not have an anticipated end date. Rather, it will be an evolving process with continued involvement by the key stakeholders. As targets are met and needs change, new recommendations will need to be defined. A high level of commitment will be essential to realizing the full potential of the roundtable. It is anticipated, however, that the project's success will help sustain it. The fundamental concept of engaging key stakeholders in developing consensus upon which to build a visionary plan is not original, nor is it unique to this initiative. Executive and legislative branch leaders in a number of states are attempting to better connect the tremendous resources and power of their higher education systems to the public agenda of their respective states. What is original and somewhat uncommon about this initiative is the application of effective leadership principles that help transform "knowing what needs to be done" into "making it happen." This leadership component is, undoubtedly, the most critical factor in the success of the Roundtable on Higher Education to date.  相似文献   

Constructivist Early Childhood Teachers Through Project Construct     

Sharon Ford Schattgen 《Journal of Early Childhood Teacher Education》2013,34(2):34-42

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Retell as an Indicator of Reading Comprehension     

Deborah K. Reed  Sharon Vaughn 《Scientific Studies of Reading》2013,17(3):187-217

The purpose of this narrative synthesis is to determine the reliability and validity of retell protocols for assessing reading comprehension of students in grades K–12. Fifty-four studies were systematically coded for data related to the administration protocol, scoring procedures, and technical adequacy of the retell component. Retell was moderately correlated with standardized measures of reading comprehension and, with older students, had a lower correlation with decoding and fluency. Literal information was retold more frequently than inferential, and students with learning disabilities or reading difficulties needed more supports to demonstrate adequate recall. Great variability was shown in the prompting procedures, but scoring methods were more consistent across studies. The influences of genre, background knowledge, and organizational features were often specific to particular content, texts, or students. Overall, retell has not yet demonstrated adequacy as a progress monitoring instrument.  相似文献   

First‐Generation Undergraduate Students' Social Support,Depression, and Life Satisfaction     

Sharon Rae Jenkins  Aimee Belanger  Melissa Londoño Connally  Adriel Boals  Kelly M. Durón 《Journal of College Counseling》2013,16(2):129-142

First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others.  相似文献   

Teaching in Early Care and Education     

Stacie G. Goffin  Sharon Ryan 《Early education and development》2013,24(1):165-167

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