Should I Stay or Should I Go? Comparing Teacher Mobility in Florida's Charter and Traditional Public Schools     

Debbi C. Harris 《Peabody Journal of Education》2013,88(2-3):274-310

Currently, we know very little about the mobility decisions of charter public school teachers and how these compare to the decisions made by traditional public school teachers. In addition, it is unclear whether the teachers who leave charter schools tend to be weaker or stronger than their peers. Using statewide administrative data, I begin to answer these questions by studying the magnitude and nature of teacher turnover in Florida's charter public schools compared with turnover in the state's traditional public schools. It appears that Florida's charter school administrators may be better able to recruit and retain teachers with high academic skills than their traditional counterparts. In addition, the mobility patterns exhibited by Florida's charter school teachers differ from those exhibited by traditional school teachers in important ways, including greater sensitivity to accountability measures and less sensitivity to salary considerations.  相似文献   

Reflections on self‐directed adult learning: some implications for educators of adults     

Roger Harris 《Studies in Continuing Education》2013,35(2):102-116

Self‐directed learning has attracted intense interest among researchers, theoreticians and practitioners in adult education and human resource development. This paper explores some general reasons for this, before examining several different perspectives on self‐directed adult learning. The main theme is that attention needs now to be focused less on process and more on the self‐directed learner. The key element in self‐directed learning, it is argued, is reflection. This concept is analysed and implications drawn for the educator of adults.  相似文献   

Thoughts on Education     

Mildred Ver Soy Harris 《The Educational forum》2013,77(3)

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I Hear Them Cry     

Elizabeth Howe Harris 《The Educational forum》2013,77(4)

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The development of expertise in children’s mental health therapists and teachers: changes in perspective and approach     

Alma Harris  Janet Goodall 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):277-289

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A Factor Analysis of the Pupil Control Ideology Scale     

Steve Graham  Gerald Halpin  Karen R. Harris  Jeri Benson 《Journal of Experimental Education》2013,81(4):202-206

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REVISION OF PALMORE'S SECOND FACTS ON AGING QUIZ FROM A TRUE‐FALSE TO A MULTIPLE‐CHOICE FORMAT     

Diana K. Harris  Paul S. Changas 《Educational gerontology》2013,39(8):741-754

A study was undertaken to develop for the first time a multiple‐choice version of one of Palmore's true‐false tests on aging knowledge. We were interested in comparing the two formats of the second Facts on Aging Quiz (FAQ2; Palmore, 1981) to determine whether educational measurement improved with a change in format. The multiple‐choice version was administered to 195 introductory sociology students, and the standard true‐false version was given to a second group of 180 introductory sociology students. Compared with the true‐false version, the multiple‐choice version (a) showed a substantial decrease in guessing and thus increased the likelihood that a score was an accurate reflection o respondent's knowledge, (b) had greater internal consistency and reliability, (c) showed a trend toward higher discriminatory power, and (d) identified more specifically some misconceptions about aging.  相似文献   

Open learning in schools     

Brian Walton Harris 《Open Learning》2013,28(2):26-27

Open learning is fast catching on in schools, partly because teachers want to develop the curriculum and take advantage of new technology, partly because it is a way of keeping options open for 16 to 19 year olds as the numbers of pupils fall, and partly because it offers a better preparation for continuing and higher education. Brian Harris is a tutor‐counsellor for the Open University and a teacher at Hawthorn Comprehensive School in Pontypridd, Wales.  相似文献   

Gifted Girls: Gender Bias in Gifted Referrals     

Margarita Bianco  Bryn Harris  Dorothy Garrison-Wade  Nancy Leech 《Roeper Review》2013,35(3):170-181

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Identifying English Language Learners for Gifted and Talented Programs: Current Practices and Recommendations for Improvement     

Bryn Harris  Kelly E. Rapp  Rebecca S. Martínez  Jonathan A. Plucker 《Roeper Review》2013,35(5):26-29

While the number and relative proportion of English language learners (ELL) in public school systems is rapidly increasing, ELL students are often overlooked for gifted programs, and for this reason are grossly underrepresented in gifted and talented education programs. Identification practices that were implemented decades ago did not take into account the linguistic and cultural diversity of students that are present in schools today. This theoretical article examines current gifted identification practices related to ELL students in public schools nationwide. The authors identify necessary components to this process that are often overlooked for ELL populations. Recommendations for best practice and future research are provided.  相似文献