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   

A Multilevel CFA–MTMM Approach for Multisource Feedback Instruments: Presentation and Application of a New Statistical Model     

Jana Mahlke  Martin Schultze  Tobias Koch  Michael Eid  Regina Eckert  Felix C. Brodbeck 《Structural equation modeling》2016,23(1):91-110

Multisource feedback instruments are a widely used tool in human resource management. However, comprehensive validation studies remain scarce and there is a lack of statistical models that account appropriately for the complex data structure. Because both peers and subordinates are nested within the target but stem from different populations, the assumption of traditional multilevel structural equation models that the sample on a lower level stems from the same population is violated. We present a multilevel confirmatory factor analysis multitrait–multimethod (ML–CFA–MTMM) model that considers this peculiarity of multisource feedback instruments. The model is applied to 2 scales of the Benchmarks® instrument and it is demonstrated how measures of reliability and of convergent and discriminant validity can be obtained using multilevel structural equation modeling software. We discuss the results as well as some implications and guidelines for the use of the model.  相似文献   

Home ownership and the emotional and behavioral problems of children and youth   总被引：1，自引：0，他引：1  

Boyle MH 《Child development》2002,73(3):883-892

This study examined the impact of home ownership on the emotional-behavioral problems of children and youth ages 4 to 16 years. Data came from two large-scale general population surveys conducted in the province of Ontario in 1983, the Ontario Child Health Study (N = 3,325) and the National Longitudinal Study of Children and Youth (N = 12,592). Results showed an inverse association between home ownership and ratings of emotional-behavioral problems. The net effects of home ownership expressed in standard units dropped from the .20 to .43 range for teacher and parent ratings to the .07 to .17 range, after controlling for socioeconomic variables. Furthermore, the concentration of home ownership in neighborhoods was not associated with ratings of child problem behavior in either study. Projects aimed at supporting home ownership among low-income families may provide a means for improving the emotional and behavioral functioning of disadvantaged children.  相似文献   

Difficulties in defining mobile learning: analysis,design characteristics,and implications     

Grant  Michael M. 《Educational technology research and development : ETR & D》2019,67(2):361-388

Educational technology research and development - Mobile learning, or m-learning, has become an umbrella term for the integration of mobile computing devices within teaching and learning. In the...  相似文献   

After-School Spaces: Looking for Learning in All the Right Places     

Christine G. Schnittka  Michael A. Evans  Samantha G. L. Won  Tiffany A. Drape 《Research in Science Education》2016,46(3):389-412

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China’s belt and road initiative: Reshaping global higher education     

Michael A. Peters 《Educational Philosophy and Theory》2020,52(6):586-592

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Diversity of Students' Beliefs about Biological Evolution     

Michael A. Clores 《Asia Pacific Journal of Education》2006,26(1):65-77

The purpose of this study was to determine the beliefs about biological evolution held by college freshman students in one Catholic university in the Philippines. After 4 weeks of constructivist-inspired instruction, interviews and journal entries revealed that the students have diverse beliefs about the theory of evolution. They posited rejection, acceptance or doubt about the evolutionary theory based on their scientific and theological beliefs, perceptions about the evidence of evolution and misconceptions about evolutionary theory, in particular, human evolution. Based on the results, it is discerned that there indeed is a clear interaction between science and religion in the teaching and learning of science. The authors also conclude that students' current worldviews, in the form of attitudes and beliefs, affect how they understand concepts.  相似文献   

The Influences of University-Based Coursework on Field Experience     

Michael E. Beeth  Emine Adadan 《Journal of Science Teacher Education》2006,17(2):103-120

This study explored the influence of university-based teacher education courses on preservice teachers as they engaged in the field-based portion of their preparation. Forty-two preservice teachers contributed reflective writings about the successes and challenges they faced during field experiences in light of knowledge and skills learned during their university-based coursework. Participants’ self-reflective writings were coded and analyzed for emerging themes that cut across all responses. The results indicated a shift from concerns about performance of teaching tasks in the classroom to concerns about the performance of students in terms of learning. This shift was consistent with a goal of the preservice program, namely, helping preservice teachers focus on student learning.  相似文献   

Psychotherapy as a model for interpersonal dynamics in tertiary teaching     

Ross  Michael W. 《Higher Education》1984,13(6):717-729

The similarity of process in psychotherapy and in the interpersonal dynamics of tertiary teaching is of interest in attempting to maximise student interest and success. This article reviews the similarities in predictors of positive outcome in both psychotherapy and tertiary education, and suggests that the two processes have a great deal in common. This suggestion is tested by comparing the personality variables (as measured by the Adjective Check List) which predict success in two dissimilar medical courses, Physical Chemistry and Counselling Skills. Results indicate that, in both courses, variables which predict success include aspects of personal adjustment and intellectual style which also would predict success in psychotherapy. It is concluded that the interaction of personal and interpersonal factors in success in tertiary courses may be based on similar processes as success in psychotherapy, and that these processes warrant further research.  相似文献   

Developing formative assessments for postgraduate students in engineering   总被引：1，自引：0，他引：1  

Michael Burrow  Harry Evdorides  Barbara Hallam  Richard Freer-hewish 《European Journal of Engineering Education》2005,30(2):255-263

This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials.  相似文献