Historical memory and the importance of the Bracero Project in the struggles of trabajadores migrantes today     

Heather Schwartz 《International journal of qualitative studies in education》2013,26(1):73-84

The author undertook a field study at the Centro de los Trabajadores Agrvcolas Fronterizos (Center for Border Agricultural Workers, or CTAF) in El Paso, Texas, while she was a student on the Border Studies Program in the fall of 2000. This ethnography treats the theme of the connections between institutionalized racism and the suppression of historical memory, with specific reference to the Bracero Program. It also examines what roles ''outsiders'' can play in progressive political movements.  相似文献   

Theme and variations: one middle school’s interpretation of mandated action research   总被引：1，自引：1，他引：0  

Heather K. Sheridan‐Thomas 《Educational Action Research》2013,21(1):101-118

In the current climate of accountability, action research is one way for teachers to evaluate instructional changes designed to improve assessment results. It may become increasingly common for administrators to mandate teacher involvement in action research, yet few studies have been conducted in such settings. This article focuses on one middle school where the principal mandated action research for all teachers. Projects were carried out within academic departments, and department chairs were given latitude in how to organize and implement projects. This study explores project implementation and teacher perceptions of the action research. Interviews were used as an appropriate tool to explore teacher perceptions, with document analysis providing triangulation. Results from interviews of administrators, department chairs, and department members suggest an overall positive attitude toward action research, as well as variation in how action research projects were carried out. Differences occurred across several dimensions of action research, including context, motivation/ purpose, definition of action research, and organization of projects. Variations appeared to be influenced by each department chair’s experience with action research and approach to departmental work, and each department’s history of working together on instructional improvement efforts. This study suggests that administrators who mandate teacher participation in action research projects need to think about both the positive (providing teacher ownership and interest within the mandated context) and problematic (possibly leading to variation in the instructional impact of projects) aspects of project variation.  相似文献   

Organization of Concepts Relevant to Emotions and their Regulation During Test Taking     

Paul A. Schutz  Heather A. Davis  Paula J. Schwanenflugel 《Journal of Experimental Education》2013,81(4):316-342

The purpose of this study was to assess aspects of college students' organization of concepts related to emotions and their regulation during test taking. The authors also evaluated whether students who report having problems with test anxiety hold a different conceptual organization about test taking compared with students who do not report having such problems. Concepts relevant to emotions and their regulation during test taking were sampled from the emotion and emotional regulation literature. Participants rated how similar these concepts were during test taking. These ratings were then submitted to multidimensional scaling analyses (MDS). The resulting arrangement of concepts provides insight into the underlying organizational conceptions held by low, moderate, and high test-anxious participants. Students' organizational schemes surrounded 2 dimensions: (a) task-focus and (b) pleasantness. High test-anxious participants had differing conceptual organizations about test taking than moderate and low test-anxious participants with regard to pleasantness. In addition, the high test-anxious participants saw task-focused processes such as reading directions during test taking as more highly related to unpleasant emotions like anxiety than moderate and low test-anxious participants.  相似文献   

The Current Status of Graduate Training in Suicide Risk Assessment     

Dana E. Liebling‐Boccio  Heather R. Jennings 《Psychology in the schools》2013,50(1):72-86

Directors and coordinators (n = 75) of graduate programs in school psychology approved by the National Association of School Psychologists (NASP) were surveyed regarding their training practices in suicide risk assessment. Respondents viewed the assessment of suicide risk as an important part of graduate instruction, and most believed that students completing training at their institutions would be adequately prepared to perform this task. Almost all directors indicated that a portion of class lectures was dedicated to addressing child/adolescent suicide risk assessment, and students were reportedly exposed to this topic in multiple courses, particularly those associated with practicum and internship. Students in doctoral and nondoctoral programs received comparable training and were judged to be equally prepared to perform suicide‐related professional activities in the schools. Gaps in training were revealed involving instruction in the use of quantitative measures of risk, large‐scale suicide prevention efforts, interventions with suicidal youth, and postvention activities.  相似文献   

Individuals,Communities of Practice and the Policy Context: School teachers' learning in their workplace   总被引：2，自引：2，他引：0  

Phil Hodkinson  Heather Hodkinson 《Studies in Continuing Education》2013,35(1):3-21

Current theorising about learning at work comes from a predominantly participatory perspective, emphasising the social and communal dimensions of learning. This paper seeks to develop such a perspective further, devoting particular attention to the interrelationships between individual worker dispositions to learning, community of practice and wider organisational and policy contexts. This is done through the case study examination of the learning of one secondary school teacher, and of the art department of which she was part.  相似文献   

Evaluating the impact of early years educational reform in Wales to age seven: the potential use of the UK Millennium Cohort Study     

Chris Taylor  Heather Joshi  Caroline Wright 《教育政策杂志》2013,28(5):688-712

Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child’s development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000–2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings.  相似文献   

Proposing a center on aging and well-being: Research,education, and practice considerations     

Jeannette M. Lindenbach  Heather Jessup-Falcioni 《Educational gerontology》2013,39(8):551-562

ABSTRACT

This environmental scan aimed to discover research interests and educational needs of faculty, graduate, and undergraduate students to inspire research, education, and practice in the development of a center on aging and well-being for older adults. The scan consisted of a search of university faculty and researchers regarding research on aging; a survey of graduate students and faculty about interests in aging research and needs of undergraduate students; and key informant interviews. Results offer a conceptualization based on the pillars of research, education, and practice. An inventory of researchers with various levels of expertise and interested in aging was created. Participants offered their perceptions of strengths, as well as challenges and strategies for success. These results will be a catalyst for planning and successful development of a center on aging and well-being. This article addresses a gap in the literature and will assist others undertaking a similar initiative in various geographical and cultural contexts.  相似文献   

Serving the preschool gifted child: Programming and resources     

Jesse R. Cukierkorn  Frances A. Karnes  Sandra J. Manning  Heather Houston  Kevin Besnoy 《Roeper Review》2013,35(4):271-276

Highlighting the unique educational needs of gifted and high ability preschoolers, this article guides the reader to consider the characteristics of young gifted children along with appropriate assessment practices in planning educational programming. A triarchic approach to programs and services for gifted preschoolers is outlined with major emphases on an integrated curriculum, ongoing evaluation, and parental involvement. Specific strategies including internet resources are described to guide practitioners in providing optimal learning environments for this distinctive student population.  相似文献   

Schools that create real roles of value for young people   总被引：1，自引：0，他引：1  

Roger Holdsworth 《Prospects》2000,30(3):349-362

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Exposing Student Teachers' Content Knowledge: Empowerment or debilitation?     

Susan E. Sanders  Heather Morris 《Educational studies》2000,26(4):397-408

Previous governments and other commentators have emphasized the relationship between a teacher's knowledge of the subject material being taught and the quality of learning outcomes. This has been reflected in the entry requirements to Initial Teacher Training (ITT) (primary) of public examination performance in the core subjects. However, disquiet has been expressed as to the efficacy of such qualifications as indicators of knowledge and skills at the entry point. Recent changes to ITT (primary) regulations require students' actual knowledge of the content of the three core subjects to be audited. This paper reports and reflects on the effects that re-examining their knowledge and skills in mathematics has had on the confidence of primary trainee teachers. It presents some key questions that must be addressed if the current audit regulations are indeed to benefit our future teachers and to enhance the learning of our pupils.  相似文献