BACKGROUND AND TRAINING OF TEACHERS IN JEWISH SCHOOLS: CURRENT STATUS AND LEVERS FOR CHANGE   总被引：3，自引：1，他引：2  

Adam Gamoran  Ellen Goldring  Bill Robinson  Roberta Louis Goodman  Julie Tammivaara 《Religious education (Chicago, Ill.)》2013,108(4):534-550

Abstract

This paper presents a secondary analysis of data from a survey of teachers in the Jewish schools of three communities. Previous findings had shown that only 19% of teachers have professional training in both Jewish content areas and in the field of education, and despite incomplete professional backgrounds, little professional growth was required of teachers. What can be done to enhance and expand professional growth activities for teachers in Jewish schools? Analyses reported in this paper examine three possible “levers” for changing standards for professional growth: state licensing requirements for pre‐schools, state requirements for continuing education among professionally‐trained teachers, and community incentives for training of supplementary school teachers. Results indicate that pre‐school teachers in state‐licensed pre‐schools and supplementary school teachers who were paid for meeting a professional growth standard reported that they were required to attend more in‐service workshops, compared to other teachers who were not subject to these conditions. In addition, standards for the quantity of in‐service were higher among teachers who have stronger Judaic backgrounds and who are committed to a career in Jewish education.  相似文献   

Stepping out of the norm: an examination of praxis for a culturally‐relevant pedagogy for African‐American children     

Peter A. Hastie  Ellen Martin  Alice M. Buchanan 《课程研究杂志》2013,45(3):293-306

This paper examines two Anglo teachers' understanding of their praxis as they attempted to present a culturally‐relevant physical education programme to a class of African‐American 6^th‐grade students. In this case, the content was ‘stepping’, a branch of the African‐American vernacular dance tree. Five specific themes emerged: teacher apprehension; concerns about teacher legitimacy; resolution of apprehension and concerns; the unique nature of the content; and continual ethical uneasiness. The teachers expanded their understanding of praxis beyond thinking, acting, and reflecting to consider the political and social aspects that impact curriculum, pedagogy, and students.  相似文献   

Why do adults learn? Developing a motivational typology across 12 European countries     

Ellen Boeren  John Holford  Ides Nicaise  Herman Baert 《Globalisation, Societies & Education》2012,10(2):247-269

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.  相似文献   

Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology     

Ellen S. Goldey  Clarence L. Abercrombie  Tracie M. Ivy  Dave I. Kusher  John F. Moeller  Doug A. Rayner  Charles F. Smith  Natalie W. Spivey 《CBE life sciences education》2012,11(4):353-363

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.  相似文献   

Document Delivery and Interlibrary Loan on a Shoestring     

Ellen Burchill Brassil 《Journal of the Medical Library Association》2010,98(4):313-314

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Chapter III: Nonverbal Communication, Play, and Language Skills     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):29-53

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Chapter VII: Summary and Discussion     

Marian Sigman  & Ellen Ruskin 《Monographs of the Society for Research in Child Development》1999,64(1):98-108

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Mission matters: The cost of small high schools revisited     

Leanna Stiefel  Amy Ellen Schwartz  Patrice Iatarola  Colin C. Chellman 《Economics of Education Review》2009,28(5):585-599

With the financial support of several large foundations and the federal government, creating small schools has become a prominent high school reform strategy in many large American cities. While some research supports this strategy, little research assesses the relative costs of these smaller schools. We use data on over 200 New York City high schools, from 1996 through 2003, to estimate school cost functions relating per pupil expenditures to school size, controlling for school output and quality, student characteristics, and school organization.We find that the structure of costs differs across schools depending upon mission—comprehensive or themed. At their current levels of outputs, themed schools minimize per pupil costs at smaller enrollments than comprehensive schools, but these optimally sized themed schools also cost more per pupil than optimally sized comprehensive schools. We also find that both themed and comprehensive high schools at actual sizes are smaller than their optimal sizes.  相似文献   

春天的女儿     

Ellen Robena Field 《阅读》2009,(3):F0004-F0004

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Putting the research to work     

Ellen Hoffman  Ginny Thompson 《TechTrends》2000,44(2):20-23

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