Erratum to: Figured Worlds and American Dreams: An Exploration of Agency and Identity Among Latinx Undocumented Students     

Aurora Chang  Mark Anthony Torrez  Kelly N. Ferguson  Anita Sagar 《The Urban Review》2017,49(4):692-692

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A mixed-methods evaluation of the longer-term implementation and utility of a teacher classroom management training programme in Irish primary schools     

Yvonne Leckey  Lynda Hyland  Gráinne Hickey  Anne Lodge  Paul Kelly  Tracey Bywater 《Irish Educational Studies》2016,35(1):35-55

Inappropriate, aggressive and disruptive behaviour in the classroom can be detrimental to child and teacher well-being. This study involved a longer-term evaluation of the Incredible Years Teacher [Classroom Management] programme (IYTP) undertaken mainly within disadvantaged schools in south-west Ireland. The IYTP is designed to strengthen teacher classroom management competencies. Eleven teachers, who had previously participated in a group-randomised control trial (RCT), took part in a 12-month post-baseline follow-up assessment. Psychometric and observational measures were administered to assess teachers when interacting with children (n?=?217) in their classes. Qualitative data were collected from a sub-sample of teachers to explore their perceptions of programme impact and utility. The quantitative results showed some significant improvements in teachers’ classroom management, although few changes were recorded on teacher-child observation measures. Qualitative findings indicated continued implementation of proactive disciplining strategies and higher levels of teacher self-efficacy. These results suggest, albeit tentatively in view of the study limitations, that the IYTP can benefit teacher classroom management, as well as teacher well-being, particularly within disadvantaged schools where behavioural problems tend to be more prevalent. The IYTP could prove useful in improving teacher competencies and the classroom environment in the longer term, although a need for further research is indicated.  相似文献   

Teacher as Researcher,Teacher as Scholar,and Teacher as Leader     

Michael Ryan  Monica Taylor  Amanda Barone  Leslie Della Pesca  Sona Durgana  Kelly Ostrowski 《The New Educator》2017,13(2):102-116

ABSTRACT

Too often, because of the static nature of schools and the dominant existence of high-stakes testing, professional learning for teachers is determined by administrators or policy and is facilitated by those who are not part of the school community using prepackaged programs. These initiatives run counter to authentic teacher inquiry where teachers enhance their understanding of students and learning and, ideally, develop new teaching practices (Borko, 2004; Cochran-Smith & Lytle, 1999, 2009; Darling-Hammond, 1997). In this article, we focus on how teachers participating in action research begin to position themselves as teacher leaders.  相似文献   

Associations of Maternal and Paternal Direct and Differential Behavior with Sibling Relationships: Contemporaneous and Longitudinal Analyses     

Gene H. Brody  Zolinda Stoneman  J. Kelly McCoy 《Child development》1992,63(1):82-92

In this study we examined associations of 4 paternal direct and differential behaviors with concurrent and longitudinal assessments of sibling relationships, as well as the unique contributions of mothers' and fathers' behavior to the sibling relationship variables. Observational assessments of maternal and paternal direct and differential behavior, as well as observational and self-report assessments of sibling relationship quality, were obtained. Only one difference emerged between rates of maternal and paternal behavior toward the children; however, paternal behavior accounted for unique variance in sibling relationship quality more often than did maternal behavior. The results are discussed in terms of relative parental availability.  相似文献   

‘The power to squash people’: understanding girls’ relational aggression     

Dawn H. Currie  Deirdre M. Kelly  Shauna Pomerantz 《British Journal of Sociology of Education》2007,28(1):23-37

While researchers and concerned adults alike draw attention to relational aggression among girls, how this aggression is associated with girls’ agency remains a matter of debate. In this paper we explore relational aggression among girls designated by their peers as ‘popular’ in order to understand how social power constructs girls’ agency as aggression. We locate this power, hence girls’ agency, in contradictory messages about girlhood that, although ever‐present ‘in girls heads,’ are typically absent in adult panic about girls’ aggression. Within peer culture, power comes from the ability to invoke the unspoken ‘rules’ that police the boundaries of acceptable femininity. We thus challenge the notion advanced by Pipher and others that girls’ empowerment entails (re)gaining an ‘authentic voice.’ In contrast, we suggest that such projects must be informed by an interrogation of how girls are positioned as speaking subjects.  相似文献   

What Schools Need to Know About Fostering School Belonging: a Meta-analysis     

Kelly Allen  Margaret L. Kern  Dianne Vella-Brodrick  John Hattie  Lea Waters 《Educational Psychology Review》2018,30(1):1-34

Belonging is an essential aspect of psychological functioning. Schools offer unique opportunities to improve belonging for school-aged children. Research on school belonging, however, has been fragmented and diluted by inconsistency in the use of terminology. To resolve some of these inconsistencies, the current study uses meta-analysis of individual and social level factors that influence school belonging. These findings aim to provide guidance on the factors schools should emphasise to best support students. First, a systematic review identified 10 themes that influence school belonging at the student level during adolescence in educational settings (academic motivation, emotional stability, personal characteristics, parent support, peer support, teacher support, gender, race and ethnicity, extracurricular activities and environmental/school safety). Second, the average association between each of these themes and school belonging was meta-analytically examined across 51 studies (N?=?67,378). Teacher support and positive personal characteristics were the strongest predictors of school belonging. Results varied by geographic location, with effects generally stronger in rural than in urban locations. The findings may be useful in improving perceptions of school belonging for secondary students through the design of policy, pedagogy and teacher training, by encouraging school leaders and educators to build qualities within the students and change school systems and processes.  相似文献   

CHALLENGING A DUAL-PROCESS APPROACH TO MORAL REASONING: ADOLESCENTS AND ADULTS EVALUATIONS OF TROLLEY CAR SITUATIONS     

Melanie Killen  Kelly Lynn Mulvey 《Monographs of the Society for Research in Child Development》2018,83(3):110-123

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Solving word problems: more than reading issues for deaf students     

Kelly RR  Mousley K 《American annals of the deaf》2001,146(3):251-262

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Deaf and hearing students' morphological knowledge applied to printed English   总被引：2，自引：0，他引：2  

Gaustad MG  Kelly RR  Payne JA  Lylak E 《American annals of the deaf》2002,147(5):5-21

The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects.  相似文献   

Student Predispositions as Predictors of Dissent Behaviors in Supply Chain Courses*     

Laquanda Leaven Johnson  Stephanie Kelly 《Decision Sciences Journal of Innovative Education》2020,18(2):270-290

This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety.  相似文献