学校改进中教师领导研究述评   总被引：1，自引：0，他引：1  

张佳伟  卢乃桂 《教育学报》2010,6(3)

在学校改进的研究中,教师领导已愈来愈成为重要的研究领域.目前学校改进中教师领导的研究集中于对行使领导力的教师--"领袖教师"的研究,围绕领袖教师在学校改进中的角色、能力、发展以及与他人的关系而展开.整体而言,现有的研究存在以下的特点:(1)领袖教师自身的专业发展是研究的核心;(2)整全式的研究策略;(3)领袖教师与情境的关系研究还较为缺乏.  相似文献   

Relationships among childhood maltreatment, PTSD, and health in female veterans in primary care     

Lang AJ  Laffaye C  Satz LE  McQuaid JR  Malcarne VL  Dresselhaus TR  Stein MB 《Child abuse & neglect》2006,30(11):1281-1292

OBJECTIVE: Women with histories of childhood maltreatment (CM) have higher rates of physical health problems and greater medical utilization compared to women without abuse histories. This study examined whether current post-traumatic stress disorder (PTSD) symptoms mediate the relationship between CM and indicators of physical health and medical utilization in female veterans. METHOD: Respondents were 221 female veterans (56% of the potential sample), who received medical care from the San Diego VA Healthcare System during a 12-month period. Respondents provided self-report information about CM, PTSD symptoms, use of pain medication, and physical symptoms and functioning. Additional information about medical utilization was extracted from respondents' medical charts. Regression-based models were conducted to test whether PTSD symptoms mediate the relationships between CM and physical symptoms and between CM and medical utilization. RESULTS: Emotional abuse was associated with poorer role-physical functioning, increased bodily pain and greater odds of using pain medication in the past 6 months. Physical abuse was associated with poorer general health. Contrary to prediction, emotional neglect was associated with better role-physical functioning, and CM was not associated with increased healthcare utilization. PTSD was shown to mediate the relationship between emotional and physical abuse and health outcomes. CONCLUSIONS: PTSD, or psychopathology more generally, appears to be an important factor in the negative health impact of CM. Given that several empirically supported interventions are available for PTSD, there may be physical health benefits in early identification and treatment of psychopathology related to CM.  相似文献   

DNA microarray wet lab simulation brings genomics into the high school curriculum   总被引：1，自引：1，他引：0  

Campbell AM  Zanta CA  Heyer LJ  Kittinger B  Gabric KM  Adler L  Schulz B 《CBE life sciences education》2006,5(4):332-339

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.  相似文献   

Rites of Passage: Does adaptation to university mean severing connections?     

Wardley  Leslie  Bélanger  Charles 《Tertiary Education and Management》2013,19(1):32-51

Many factors go into the decision of selecting a university, ranging from the overall costs and the programme of study to the institute’s reputation; however, accommodation while at university and proximity of the university to one’s permanent abode also play important roles in this decision-making process. Thus, first-year students experience different stages of separation from their prior networks depending on their individual situations. The results of this Ontario (Canada) 2012 study add to prior research by indicating that separation of students’ living arrangements and distance from home impact on transition and incorporation variables, which influenced students’ adaptation to university.  相似文献   

Social and cognitive effects of professional communication on software usability     

Barbara Mirel  Leslie A. Olsen 《Technical Communication Quarterly》2013,22(2):197-221

We designed and piloted a technical communication course for software engineering majors to take concurrently with their capstone project course in software design. In the pilot, one third of the capstone design course students jointly enrolled in the writing class. One goal of the collaborative courses was to use writing to improve the usability of students’ software. We studied the effects of writing on students’ user‐centered beliefs and design practices and on the usability of their product, using surveys, document analyses, expert reviews, and user test results. When possible, we compared the usability processes and products of teams who did and did not take the writing class. Our findings suggest that the synergy of this interdisciplinary approach effectively sensitized students to user‐centered design, instilled in them a commitment to it, and helped them develop usable products.  相似文献   

The South: Then and Now     

Leslie W. Dunbar 《Equity & Excellence in Education》2013,46(4):2-6

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Measuring Equity in Education     

Leslie F. Hergert  Raymond Rose 《Equity & Excellence in Education》2013,46(4-6):58-63

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NAECTE PRESIDENT'S MESSAGE FEBRUARY 1999     

Leslie R. Williams JECTE 《Journal of Early Childhood Teacher Education》2013,34(2):107-108

Children whose native language is one other than English face formidable challenges when they enter English-dominant schools. The task of learning English, progressing in one's native language, and acculturating to the school environment is a complicated one that requires the child to develop many new skills. In the past, children who were English Language Learners (ELLs) encountered a school system that offered little support. New teachers who enter the workforce must now know how to help these children move successfully into the school setting and learn English at the same time. The purpose of this article is to describe the process of change that occurred during the first year of a professional development grant aimed at infusing English Language Learner (ELL) competencies within an early childhood higher education teacher preparation program. A process is described that helped the faculty move from an awareness level to one that embraced a system to integrate ELL skill development within their coursework.  相似文献   

Mediation of Consultee's Conceptual Development in New Teacher Groups: Using Questions to Improve Coherency     

Linda Webster  Steven E. Knotek  Leslie M. Babinski  Dwight L. Rogers  Mary M. Barnett 《Journal of educational and psychological consultation》2013,23(3-4):281-301

This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed.  相似文献   

The Process of Fostering Consultee Development During Instructional Consultation     

Steven E. Knotek  Sylvia A. Rosenfield  Todd A. Gravois  Leslie M. Babinski 《Journal of educational and psychological consultation》2013,23(3-4):303-328

This investigation examines how the process of instructional consultation (IC) supports consultees' problem-solving and fosters change in how the consultees understand pertinent work problems. The setting was a mid-Atlantic elementary school's Instructional Consultation Team, and the participants were 13 case manager consultants and 5 teacher consultees. A micro-ethnographic research approach was used and 4 primary sources of data collected: interviews, direct observations, consultation documents, and IC training documents. Analysis of the data uncovered 4 general themes related to the participants' problem-solving and evolving understanding of the work issues. In the discussion, the question of how IC is a constructive process that promotes consultees' development is considered.  相似文献