Class composition as a frame of reference for teachers? The influence of class context on teacher recommendations          下载免费PDF全文

Simon Boone  Sarah Thys  Piet Van Avermaet  Mieke Van Houtte 《British Educational Research Journal》2018,44(2):274-293

Teacher recommendations are an important factor in the process of track placement, but research has shown that they are biased by pupils’ social background. Pupils from higher socio‐economic backgrounds are more likely to get the advice to enrol in an academic track than pupils from lower socio‐economic backgrounds, irrespective of prior achievement. Previous studies looked primarily at individual pupil or parent characteristics and their influence on teacher recommendations. However, in this article, the authors argue that the class context forms the frame of reference within which a teacher forms his/her recommendation for pupils. Therefore, this article investigates class composition effects on teacher recommendations at the transition between primary and secondary education in Flanders. More specifically, we look at the socio‐economic, ethnic and ability composition of a class. Multilevel logistic models were tested on data collected in 36 primary schools in the cities of Ghent and Antwerp in May 2015. The results show that only the ability composition of the classroom exerts a frame‐of‐reference effect on teacher recommendations for academically versus practically oriented tracks. A pupil with a low individual ability in a low‐ability class was more likely to get the advice to enrol in an academically oriented track than an equally able pupil in a high‐ability class. This study demonstrated the limited importance of class composition in teacher recommendations, but calls for more research on teacher bias in the process of track assignment.  相似文献   

Integrating Models of Collaborative Consultation and Systems Change to Implement Forgiveness-Focused Bullying Interventions     

Nicole R. Skaar  Suzanne Freedman  Amy Carlon  Elizabeth Watson 《Journal of educational and psychological consultation》2016,26(1):63-86

Through collaborative consultation with school staff, school psychologists have increasingly helped schools add bullying prevention and intervention programming to their service delivery systems. As schools search for ways to lessen the impact of bullying on the social-emotional health and academic achievement of students, forgiveness education is an area that may offer another perspective to bullying prevention and intervention. In order to infuse forgiveness education into schools' current tiered-service delivery systems, school psychologists and their district partners can use the frameworks of collaborative strategic planning (CSP) and the concerns-based adoption model (CBAM) in tandem to guide the development and implementation of forgiveness-focused bullying interventions at the core, supplementary, and intensive levels of a multitiered system of service delivery.  相似文献   

A Project‐Based Approach to Executive Education          下载免费PDF全文

Dax Jacobson  Richard Chapman  Christine Ye  Jerry Van Os 《Decision Sciences Journal of Innovative Education》2017,15(1):42-61

Executive education (EE) has been an important part of business school offerings for nearly as long as there have been business schools. Similarly, business schools were among the first in higher education to adopt online approaches as a means for course delivery. Despite this experience, few business schools have been able to successfully integrate EE with online delivery approaches. This study suggests that a project‐based approach can achieve EE/online delivery integration. The case is first made for a project‐based approach by telling the story of our institution's journey toward a project‐based EE model. Challenges, successes, and plans for the future are then discussed.  相似文献   

A case study on project led education in engineering: students' and teachers' perceptions   总被引：1，自引：1，他引：1  

Rui M. Lima  Dinis Carvalho  Maria Assunção Flores  Natascha Van Hattum-Janssen 《European Journal of Engineering Education》2007,32(3):337-347

This paper explores the extent to which students and teachers are able to acknowledge the strengths and weaknesses of a shift in the approach to teaching and learning from a traditional, teacher-centred perspective towards project- and learner-centred education. It reports on a case study aimed at exploring students' and teachers' perceptions of a project-led education course carried out at an engineering course at a Portuguese university. Data were collected through questionnaires, letters and interviews. Findings suggest, in spite of some negative experiences and final results for some of the students, a clear recognition of the benefits of a project-based approach to both the teaching staff as well as the students. Both are able to identify interdisciplinarity, high student motivation and the acquisition of soft skills as key features of project-led education.  相似文献   

Exploring teachers' instructional design practices from a systems design perspective     

Albert W.M. Hoogveld  Fred Paas  Wim M.G. Jochems  Jeroen J.G. Van Merriënboer 《Instructional Science》2002,30(4):291-305

Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed.  相似文献   

Assessing Student Attitudes Toward Sexual Assault by Using a Mock Trial     

Amy J. Stichman  McKenzie Wood  Anna-Alicia Watson 《Journal of Criminal Justice Education》2019,30(1):1-21

Despite the prevalence of sexual assault on college campuses, college students’ views regarding rape continue to be an understudied area. Using criminal justice and sociology students who either attended a mock sexual assault trial or viewed the trial video in their class, this study examined students’ attitudes toward rape and rape myth acceptance. Surveys assessed what students believed the verdict should be and why, along with questions surrounding rape myths and beliefs regarding women. Results indicate that female students were more likely to find the defendant guilty. None of the attitudinal variables or plans to work in the criminal justice system, however, had an effect on the verdict. Multiple factors such as gender, race, and hostility toward women influenced attitudes regarding rape myths. These findings suggest that attitudes may be less important when determining sexual assault defendants’ guilt than the facts of the case. Policy implications are discussed.  相似文献   

Middle school teachers’ differing perceptions and use of curriculum materials and the common core     

Amy Roth McDuffie  Jeffrey Choppin  Corey Drake  Jon D. Davis  Jennifer Brown 《Journal of Mathematics Teacher Education》2018,21(6):545-577

Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers who were committed to implementing the CCSSM and who were using one of two substantively different curriculum programs were purposefully selected. Data sources included multiple forms of interviews and classroom observations. The teaching evidenced three distinct noticing patterns. These patterns indicated that teachers’ curriculum materials were associated with how teachers perceived and enacted the CCSSM. Teaching with a curriculum program that was designed as a thinking device prioritized the Standards for Mathematical Practice of CCSSM evidenced noticing that was consistent with dialogic instruction. Teaching with a curriculum program that was designed as a delivery mechanism prioritized the Content Standards of CCSSM and evidenced noticing consistent with direct instruction. Findings indicated that the designated curriculum and contributed to differing interpretations of CCSSM and served as a lens for noticing. However, a dialogic curriculum program was not sufficient to support dialogic approaches in practice. One pattern showed teachers planning dialogic lessons, but the lesson enactments were not consistent with teachers’ plans, with evidence that the teachers were not aware that their practices differed from dialogic approaches. Implications for research and practice are discussed.  相似文献   

Engaging Indigenous Youth to Revitalize Cree Culture through Participatory Education     

Durdana Islam  Melanie Zurba  Amy Rogalski  Fikret Berkes 《Diaspora, Indigenous, and Minority Education》2017,11(3):124-138

Traditional food harvesting is an integral part of culture and food security for Indigenous people in Canada and elsewhere. However, new generations are more inclined to consuming market foods rather than traditional foods. We report on a project in Norway House Cree Nation, northern Manitoba, Canada, to engage youth to express their thoughts about traditional food. The objective was to explore the understanding and values of Indigenous youth about traditional foods and to engage them in revitalizing culture toward long-term food security. We used participatory research approaches and engaged participants in focus group discussions followed by a collaborative art project. Our conceptual framework postulates a cycle whereby food security planning depends on engaging youth and the community, and planning in turn energizes further planning and participatory education. The findings of the article are likely of interest to Indigenous communities dealing with planning and intergenerational issues around food security.  相似文献   

Investigating the development of data evaluation: the role of data characteristics     

Masnick AM  Morris BJ 《Child development》2008,79(4):1032-1048

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The distinguishing characteristics of high schools with high and low enrollments in physics     

Thomas E. Van Koevering 《科学教学研究杂志》1971,8(1):37-39

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