Puerto Rican Identity: Themes that Unite and Divide     

Joan M. Fayer  Alma Simounet de Geigel  Joseph M. Ferri 《Journal of American culture (Malden, Mass. : 2003)》1985,8(4):83-91

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Teacher leadership and educational change     

Alma Harris  Michelle Jones 《School Leadership & Management》2019,39(2):123-126

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Evaluating Records of Student Experience within Initial Teacher Education     

Alma Harris  Jen Russ 《Assessment & Evaluation in Higher Education》1994,19(3):235-245

This paper describes the evaluation of an innovative approach to student self‐evaluation which was piloted with PGCE (postgraduate certificate in education) students at the University of Bath. It gives background information on the context of the development of the Record of Student Experience (ROSE) and describes the various models adopted for student use. The ROSE evaluation process and findings are described and a discussion of the central issues concerning this form of self‐evaluation is provided. This paper describes the stages in the development of the ROSE with one group of students and offers some conclusions about the future use of this approach within initial teacher education.  相似文献   

How Much Do the Effects of Education and Training Programs Vary Across Sites? Evidence From Past Multisite Randomized Trials     

Michael J. Weiss  Howard S. Bloom  Natalya Verbitsky-Savitz  Himani Gupta  Alma E. Vigil  Daniel N. Cullinan 《Journal of research on educational effectiveness》2017,10(4):843-876

Multisite trials, in which individuals are randomly assigned to alternative treatment arms within sites, offer an excellent opportunity to estimate the cross-site average effect of treatment assignment (intent to treat or ITT) and the amount by which this impact varies across sites. Although both of these statistics are substantively and methodologically important, only the first has been well studied. To help fill this information gap, we estimate the cross-site standard deviation of ITT effects for a broad range of education and workforce development interventions using data from 16 large multisite randomized controlled trials. We use these findings to explore hypotheses about factors that predict the magnitude of cross-site impact variation, and we consider the implications of this variation for the statistical precision of multisite trials.  相似文献   

Success or Failure in a Core University Unit: What makes the difference?     

Judith Dickson  Alma Fleet  Helen M. G. Watt 《高等教育研究与发展》2000,19(1):59-73

Factors which have been identified as contributing to student academic success at the degree and program level in tertiary study include mode of study, student age, previous tertiary qualifications and past academic performance. Limited published Australian research is available, however, on student academic success in individual subjects. This study investigated identifiable patterns related to the academic success of three separate cohorts of students in an Early Childhood second-year Language, Literature and Literacy unit (N = 601). The data support previous research findings with regard to the effect of mode of study, previous university qualifications and past academic performance on academic success in this subject. In contrast with most previous studies, this study found a significant relationship between previous study at TAFE (college study at a Technical and Further Education institute) and failure in an academic unit, perhaps due to the timing of this unit in the students' overall program. Further implications for Early Childhood teacher education are discussed.  相似文献   

Frameworks for change: four recurrent themes for quality in early childhood curriculum initiatives     

Jennifer Burgess  Alma Fleet 《Asia-Pacific Journal of Teacher Education》2009,37(1):45-61

This paper reports on the first phase of a case study that investigated how early childhood teachers experience organisational change. As one of three levels of quality improvement, State government‐funded curriculum initiatives were developed with an aim to promote change. Three curriculum documents, one each focusing on literacy, pedagogy and health, were released in a short time frame. Analysis of the content of these documents reveals four themes of change that reflected the theories underpinning the waves of change flowing across New South Wales, Australia, in the years 2001–02.  相似文献   

More than a shortage of early childhood teachers: looking beyond the recruitment of university qualified teachers to promote quality early childhood education and care   总被引：1，自引：1，他引：0  

Marianne Fenech  Manjula Waniganayake  Alma Fleet 《Asia-Pacific Journal of Teacher Education》2009,37(2):199-213

In Australia and internationally, government policies aim to increase the supply of early childhood teachers and thus improve the quality of early childhood education and care services. In this paper, we suggest that such a policy-quality trajectory in Australia is not as straightforward as policy discourses suggest. From industrial relations and broader policy contexts, we argue that the early childhood profession is a profession on the margins and that this marginalisation complicates efforts to enhance numbers of early childhood teachers. Mindful of this marginalisation, we draw upon preliminary findings from a study exploring the motivations, beliefs and expectations of mature age postgraduate students to highlight practical issues pertaining to students and early childhood teacher education programs that further complicate policy drives to increase the supply of early childhood teachers. We propose that the success of such policy drives is dependent on a comprehensive addressing of the complexities raised in this paper.  相似文献   

Leadership in turbulent times: a moment to pause?     

Alma Harris  Michelle Jones 《School Leadership & Management》2017,37(1-2):1-2

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Psychological Help-Seeking among Latin American Immigrants in Canada: Testing a Culturally-Expanded Model of the Theory of Reasoned Action Using Path Analysis     

Ben C. H. Kuo  Alma Roldan-Bau  Robert Lowinger 《International journal for the advancement of counseling》2015,37(2):179-197

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Hearing Truth from Power? Organisation Theory,School Effectiveness and School Improvement     

Nigel Bennett  Alma Harris 《School Effectiveness & School Improvement》2013,24(4):533-550

School effectiveness and school improvement researchers have increasingly looked towards establishing some kind of synergy between their respective fields. However, most recent attempts to create such links have not sufficiently addressed their different perspectives on organisational development and change. School effectiveness research has tended to view organisational development in terms of structural change, while the school improvement field has conversely placed an emphasis upon the cultural dimensions of organisational change. This has resulted in a methodological and theoretical divide that has proved difficult to resolve. This article argues that by incorporating the concept of 'power' into the analysis the two fields can be brought together more successfully. The article suggests that this 'third dimension' provides a bridge between structural and cultural analysis. It also highlights some important research questions that arise out of this tripartite relationship. The article concludes by suggesting that an analysis of power may provide the long awaited conceptual and theoretical fusion sought by both fields.  相似文献