Teacher evaluation as an onto-epistemic framework     

Jessica Holloway 《British Journal of Sociology of Education》2019,40(2):174-189

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Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention     

Duong  Mylien T.  Nguyen  Lillian  Gaias  Larissa  Benjamin  Katherine S.  Lee  Kristine  Buntain-Ricklefs  Joanne  Cook  Clayton R. 《The Urban Review》2020,52(5):853-879

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....  相似文献   

Moral Dilemmas and Worst-Case Scenarios: Using Post-Apocalyptic Fiction to Teach Criminal Justice Ethics     

David A. Mackey  Kristine Levan 《Journal of Criminal Justice Education》2019,30(3):319-332

Criminal justice courses offer ideal opportunities to present students with contemporary issues that ideally will encourage reflection on moral dilemmas. In a criminal justice ethics course, students encounter complex aspects of the topic, such as the application of theories of ethical reasoning beyond merely an understanding of the malfeasance, nonfeasance, and misfeasance of practitioners in the system. A supplemental book, whether fiction or nonfiction, assigned in addition to a criminal justice ethics textbook may facilitate deeper understanding of theories of ethics. The ideal supplemental reading should reflect the range of ethical theories detailed in the main text. In the present article, the authors discuss and evaluate the use of post-apocalyptic fiction, a popular contemporary genre, as supplemental reading in criminal justice ethics courses. A sample criminal justice ethics course writing assignment, a grading rubric, and a discussion of the multiple assessment measures are provided. Assessment results suggest that the supplemental reading helps students meet the course learning objective, which requires students to identify and apply theoretical models of ethics to specific ethical and moral situations.  相似文献   

Play-solicitation behavior in juvenile male and female rats     

D. H. Thor  W. R. Holloway 《Learning & behavior》1983,11(2):173-178

Play-solicitation and social investigatory behaviors were observed in male and female juvenile rats exposed to playful and nonplayful juvenile social stimuli. A nonplayful state was induced by treatment with scopolamine HBr. In Experiment 1, the play-solicitation behavior of males exposed to nonplayful stimuli was reliably greater than that of females; social investigation did not differ by gender. In Experiment 2, males and females were exposed to nonplayful male and female stimuli. Male subjects engaged in more soliciting than did female subjects, and male social stimuli were subjected to more soliciting than were female social stimuli. Experiment 3 compared the influence of varying social deprivation intervals on play soliciting by male juveniles. Although social investigation did not vary reliably with interval of social deprivation, play soliciting increased reliably with longer intervals of isolation. In Experiment 4, play-soliciting behavior of males exposed to nonplayful males correlated positively and reliably with play fighting behavior upon exposure to normally playful males. The results support the proposal that some specific behaviors functionally provoke interactive play fighting.  相似文献   

The Normative Dimensions of Teacher/Student Interaction     

Geoff Holloway 《Asia-Pacific Journal of Teacher Education》1994,22(2):189-205

The asymmetrical structure of educational attainment has been documented widely. The main unresolved problem in educational research now is to explain the process by which this occurs (i.e. the process of social reproduction). In this research, all students in government secondary colleges in Tasmania were asked to nominate teachers who had been ‘especially helpful or encouraging’. A teaching style questionnaire was issued subsequently to all teachers (n = 505) receiving two or more nominations. Also, the top 25 teachers were interviewed. The results show that the teacher/student relationship is critical in facilitating the ‘educational process’, that this relationship is based on the reciprocal expectations (norms) of students and teachers, and that ‘effective’ teachers use specific techniques in establishing their relationships with students. The research is based on an innovative technique of quantifying the qualitative aspects of these norms or ‘working models’. The results suggest that training effective teachers requires more attention to the nature of the relationship between teachers and students. An effective relationship with students can be achieved using a variety of ‘role destructuring’ techniques.  相似文献   

Evaluating a Special Education Training Programme in Nicaragua     

Julie Delkamiller  Kristine D. Swain  Mitzi J. Ritzman  Elizabeth M. Leader-Janssen 《International Journal of Disability, Development & Education》2016,63(3):322-333

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.  相似文献   

Behind the scenes: Unpacking student discussion and critical reflection in lectures     

Kristine Ludvigsen  Rune Johan Krumsvik  Jens Breivik 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(6):2478-2494

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Elementary school–wide implementation of a blended learning program for reading intervention     

Jen Elise Prescott  Kristine Bundschuh  Paul Macaruso 《The Journal of educational research》2018,111(4):497-506

The authors examined the implementation of a blended learning program for literacy instruction across kindergarten through Grade 5 in a Title I urban elementary school, including a population of students (18%) who are English learners. Student progress in the online component of the blended learning program was a significant predictor of growth in reading performance on a standardized reading assessment (Group Reading Assessment and Diagnostic Evaluation, Pearson Assessment, Boulder, CO) when controlling for student grade level, initial student skill level, and English learner status; however, students in kindergarten through Grade 2 showed more substantial gains than students in later grades. These results suggest there is a benefit of a blended learning approach to literacy instruction for a diverse cross-section of students, particularly when beginning instruction in the early grades.  相似文献   

Argumentation Skills as Prerequisites for Collaborative Learning among Finnish,French, and English Secondary School Students     

Miika Marttunen  Leena Laurinen  Lia Litosseliti  Kristine Lund 《Educational Research and Evaluation》2013,19(4):365-384

Argumentation skills of secondary school students were evaluated in Finland (n?=?290), France (n?=?54), and England (n?=?41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main claim and arguments for it in an expository text, and in commenting analytically on an argumentative text. Thus the students possessed the prerequisites for argumentative reasoning and writing but need further practice in analytical and critical reading.  相似文献   

LCSH in the Southern Levant*     

Steven W. Holloway 《Cataloging & classification quarterly》2013,51(7):571-591

Abstract

Library of Congress Subject Headings (LCSH) geographic headings for the Southern Levant mirror the political investment of Congress and the American public in Middle East politics over the last thirty years. These LCSH headings contrast markedly with those established in other national libraries and independent value vocabularies, and global opinion regarding the legal status of the occupied territories. The author offers ways that libraries can “decolonize” their metadata in service of Sanford Berman's “access and equity.”  相似文献