CTE Policy Past,Present, and Future: Driving Forces Behind the Evolution of Federal Priorities     

Catherine Imperatore  Alisha Hyslop 《Peabody Journal of Education》2017,92(2):275-289

Federal legislation has driven and been receptive to the vision of a rigorous, relevant career and technical education (CTE) system integrated with academics and aligned across middle school, secondary school, and postsecondary education. This article uses a social policy analysis approach to trace the history of federal CTE policy throughout the 20th century and the beginning of the 21st century. Through this overview, we demonstrate how federal CTE policy has repeatedly evolved and responded to changing economic and social needs, while also incorporating policy flexibility that has led to variation in program implementation on the state and local levels.  相似文献   

Designing Meaningful,Accessible Professional Development in Assessment          下载免费PDF全文

Catherine M. Barrette 《Assessment Update》2017,29(3):6-15

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Exploring the experience of ten Australian Honours students     

Catherine Allan 《高等教育研究与发展》2011,30(4):421-433

Honours study is viewed as a transition from undergraduate to postgraduate study and/or to enhanced career prospects. In Australia, Honours is usually an adjunct to the standard undergraduate degree. This paper provides an ethnographic study of 10 Australian Honours students. Seeing their experience through their reflections, in their own voices, reveals that Honours may be more than transitional – these students were transformed personally. Such emotionally charged transformations require academics to reflect on the best forms of support for Honours students.  相似文献   

New teachers’ identity shifts at the boundary of teacher education and initial practice     

Catherine Beauchamp  Lynn Thomas 《International Journal of Educational Research》2011,50(1):6-13

As teachers enter the school communities of their initial practice, they experience identity shifts that reflect their learning. Throughout teacher education they have constructed an identity informed by their previous school experiences, the ideas and approaches promoted by their teacher education programs, and an ideal of the teachers they hope to become. The complex set of influences at the boundary between their lives as students and their lives as professionals causes them to confront their identities in new and sometimes disruptive ways (Flores & Day, 2006). New teaching situations introduce them to the thinking of experienced teachers, and to the needs of their first groups of learners, challenging the notions they have so far developed about who they are as teachers (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004). This paper reports on interviews with 35 new teachers as they graduate from teacher education programs and enter the profession, and details their learning about agency and role in community resulting in identity changes within this boundary space.  相似文献   

Videobased lesson analysis: Effective science PD for teacher and student learning     

Kathleen J. Roth  Helen E. Garnier  Catherine Chen  Meike Lemmens  Kathleen Schwille  Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148

The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011  相似文献   

Mother–child joint writing in Chinese kindergarteners: metalinguistic awareness,maternal mediation and literacy acquisition     

Dan Lin  Catherine McBride‐Chang  Dorit Aram  Iris Levin 《Journal of Research in Reading》2011,34(4):426-442

The present study examined the relations of Chinese word reading and writing to both maternal mediation of writing and a number of metalinguistic and cognitive skills in 63 Hong Kong Chinese kindergarteners. The whole process of maternal mediation of writing, in which mothers individually facilitated their children's writing of 12 two‐character words in their own ways, was videotaped. This study replicated and extended previous work on the cognitive strategies mothers use to help children in writing Chinese words. Mothers' typical mediation strategies were positively and significantly associated with both children's independent word reading and writing. In addition, maternal mediation of writing was uniquely associated with Chinese word reading, but not word writing, even with metalinguistic and cognitive skills, including phonological awareness, morphological awareness, orthographic processing and visual knowledge, statistically controlled. Findings underscore the importance of mothers' early scaffolding in facilitating children's literacy acquisition.  相似文献   

Learning in First-Year Biology: Approaches of Distance and On-Campus Students   总被引：1，自引：0，他引：1  

Frances Catherine Quinn 《Research in Science Education》2011,41(1):99-121

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A comparison of educational factors promoting or discouraging the intent to remain in engineering by gender   总被引：1，自引：1，他引：0  

Catherine T. Amelink  Peggy S. Meszaros 《European Journal of Engineering Education》2011,36(1):47-62

This study seeks to examine key extrinsic and intrinsic factors that encourage or discourage persistence in attaining an engineering degree and pursuing an engineering-related career among both male and female undergraduates. Quantitative and qualitative findings from nine participating undergraduate degree programmes reveal that career expectations formulated through educational experiences as undergraduates play a key role in motivating students. Among females, faculty interaction in the classroom, such as feedback received and the degree to which the faculty treat them with respect, is an important encouraging factor. For both males and females, discouraging elements of the undergraduate experience include the amount of time for coursework, competition in engineering classes and grades. The findings have several practical implications that faculty and administrators can employ in shaping the undergraduate experience to encourage short- and long-term interest in engineering among both male and female students.  相似文献   

Individualism-collectivism among Americans, Turks and Turkish immigrants to the U.S.     

Ayse Ayçiçegi-Dinn  Catherine L. Caldwell-Harris 《Int J Intercult Relat》2011,35(1):9-16

Whether immigrants to the U.S. from collectivist cultures will adopt American individualist values is an important question at the intersection of theories on acculturation and individualism/collectivism. According to the assimilation hypothesis, Turkish immigrants to the U.S. should become more individualistic with increasing length of stay. Alternatively, the immigrant interdependence hypothesis proposes that the exigencies of immigration require retaining or increasing collectivist values and behaviors, especially the willingness to rely on others. Measures of individualism and collectivism were obtained from Turkish immigrants to the U.S., Turks residing in Istanbul, and residents of Boston. Bostonians and Istanbul residents differed primarily on vertical collectivism, which is the tendency to subordinate ones own goals to those of in-group authority figures. Immigrants’ values did not change with increasing length of stay in the U.S., refuting the assimilation hypothesis. When immigrants were compared to non-immigrants, immigrants endorsed stronger horizontal and vertical collectivism and more desire to both give and receive, consistent with the immigrant interdependence hypothesis. However, this hypothesis was not uniformly supported. Compared to non-immigrants, immigrants reported more self-reliance with competition, and more internal locus of control, indicating a sense of agency and responsibility. Findings are consistent with the view that immigrants adjust in complex ways to their new society, and may have different temperaments than non-immigrants.  相似文献   

Key factors in digital literacy in learning and education: a systematic literature review using text mining     

Audrin  Catherine  Audrin  Bertrand 《Education and Information Technologies》2022,27(6):7395-7419

Education and Information Technologies - This research aims at providing an overview of the research field of digital literacy into learning and education. Using text mining, it reviews 1037...  相似文献