Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy,instructional and assessment practices     

Katia Ciampa  Tiffany L. Gallagher 《Teachers and Teaching》2016,22(7):858-878

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.  相似文献   

Book reviews     

Roger Harris  Marian C. Stone  M. E. O’Connor Ph.D. 《The Australian Educational Researcher》1989,16(4):89-95

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Immersion,Reflection, Failure: Teaching Graduate Students to Teach Writing Online     

Stephen David Grover  Kelli Cargile Cook  Heidi Skurat Harris  Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255

ABSTRACT

A common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure.  相似文献   

Distributed leadership and organizational change: Reviewing the evidence   总被引：1，自引：0，他引：1  

Alma Harris  Kenneth Leithwood  Christopher Day  Pam Sammons  David Hopkins 《Journal of Educational Change》2007,8(4):337-347

This article explores the relationship between distributed leadership and organizational change. It draws upon the existing literature to consider whether distributed forms of leadership influence development and change in schools. The article examines the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues that require further study and more empirical confirmation. This article is based on a literature review commissioned by the Department for Education and Skills as part of a research project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership: What it is and how it influences pupil learning’. London, DFES.  相似文献   

Can Summer Vacation Be Detrimental To Learning? An Empirical Look     

Jan S. Handleman  Sandra L. Harris 《International Journal of Disability, Development & Education》1984,31(2):151-157

This study examined the performance of four autistic boys each trained to a criterion of 80 percent correct on two sets of noun labels. After training, one set of labels was reviewed twice a week for nine weeks (summer vacation); the other set received no additional training. Performance on both sets was then retested. Each boy showed greater retention of the rehearsed compared with the unrehearsed material; one, placed on a VR3 schedule of reinforcement during the final stages of training, showed slightly better retention of the unrehearsed material than two trained exclusively with a CRF schedule. The authors argue that these data provide beginning support for the contention that seriously developmentally disabled children need to be in a program which offers year‐round schooling rather than an 180‐day school year.  相似文献   

A Computer Card for Marking by the Examiner     

L. J. Edouard  F. T. C. Harris 《British journal of educational technology : journal of the Council for Educational Technology》1976,7(3):37-40

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‘Coherence’ and Students’ Experience of Learning in the Secondary School     

Jean Rudduck  Susan Harris  Gwen Wallace 《Cambridge Journal of Education》1994,24(2):197-211

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Practicing Citizenship: Women’s Rhetoric at the 1893 Chicago World’s Fair     

Leslie J. Harris 《Quarterly Journal of Speech》2020,106(3):355-358

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Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education   总被引：2，自引：1，他引：2  

Tiffany Koszalka  Radha Ganesan 《Distance Education》2004,25(2):243-256

Course developers can be distracted from applying sound instructional design principles by the amount of flexibility offered through online course development resources (<citeref rid="b16">Kidney & Puckett, Quarterly Review of Distance Education, 4 (2003)</citeref>, 203-212). Distance education course management systems (CMS) provide multiple features that can be easily integrated into online instruction. Easy integration does not equal good design, and poor design can impede learning (<citeref rid="b15">Kearsley, A guide to online education (1997)</citeref> http://gwis.circ.gwu.edu/～etl/online.html). A taxonomy of the instructional value for CMS features is described. An example of how a course was translated into an online version, initially a failure, and redesigned using this taxonomy is presented. A taxonomy that strategically guides the use of appropriate CMS features to integrate informational, instructional, and learning elements into online courses can support designers in the development of quality of online instruction.  相似文献   

Treatment for Sexual Assault Survivors at University Counseling Centers     

Tiffany M. Artime  Katherine R. Buchholz 《Journal of College Student Psychotherapy》2016,30(4):252-261

University Counseling Centers (UCCs) provide important services for sexual assault survivors, yet little research has been conducted on interventions used by clinicians in this unique setting. As a preliminary investigation, UCC professionals were asked about services provided to survivors of sexual assault and staff perceptions of the effectiveness of these interventions. Supportive counseling was perceived to be the most effective relative to other interventions, and many participants indicated that they did not use or were not sure if other evidence-based interventions were effective with student victims. Several recommendations for future research on sexual assault services in UCCs are suggested.  相似文献