Displaced Workers Successfully Reenter the Workforce: Postgraduation from a Community College     

Mary E. Ghilani 《Community College Journal of Research & Practice》2013,37(8):573-581

The purpose of this study was to determine how well former employees at a television glass manufacturing plant were able to find employment in a new field of study following graduation from a local community college. The majority of participants were able to find reemployment, albeit at a lower salary. In addition, information was obtained regarding the level of satisfaction with participants' new jobs and perceived barriers faced while looking for employment.  相似文献   

Iowa Lakes Community College: Partnerships for Academic and Economic Success in a Rapidly Evolving Wind-Energy Industry     

Mary Mohni  Jolene Rogers  Al Zeitz 《Community College Journal of Research & Practice》2013,37(6):501-502

Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind energy demands.  相似文献   

ACADEMIC SUCCESS AMONG MEXICAN AMERICAN WOMEN IN A COMMUNITY COLLEGE     

Mary Castellanos  Lani C. Fujitsubo 《Community College Journal of Research & Practice》2013,37(8):695-708

This field study examined a model of attrition in young Mexican American women at a community college. It was hypothesized that those who achieved low academic performance would drop out in response to a series ofpsychosocial and sociocultural barriers in education. The model in vestigated a process by which Mexican American women matriculate into the community college system and either bring with them or encounter for the first time a set of well‐documented barriers to education. At this juncture, they either possess or do not possess the personality characteristics and background that help them overcome the consequences of the barriers. If the students are able to sustain themselves through the difficulty posed by the barriers, they are more likely to experience depression, which may manifest as somatic symptoms. To the extent that a student succumbs to depression, her academic performance would fall and she would opt to leave school. The results of this study suggest that the greatest impact of educational barriers was not on academic performance directly but on the psychological and emotional well‐being of the student. This study found no significant relationship between academic performance and depression. The relationship between somatization and depression in this population was corroborated.  相似文献   

Getting on the Conference Program and Writing a Practical Article: Templates for Success     

Mary Renck Jalongo 《Early Childhood Education Journal》2013,41(1):13-23

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Preschoolers' Attention to Print During Shared Book Reading     

Mary Ann Evans  Karen Williamson  Tiffany Pursoo 《Scientific Studies of Reading》2013,17(1):106-129

Seventy-six children ages 3 to 5 were individually read two storybooks that had been specially formatted to contain salient printed words within the text, and illustrations and text on left or right-facing pages. The reader pointed to each word while reading to half of the children. After each book, children were asked to recognize elements of the illustrations and the specially formatted text elements from among a set of foils. Videotaped sessions were coded for the time children spent looking toward the pages with print versus illustrations. Analyses showed that the percentage of time looking at print was less than 2% in the no-pointing condition but increased with age. Pointing to the words increased print-looking time for all age groups and print target recognition for 4-year-olds. After controlling for receptive vocabulary, visual memory, and maturation associated with these scores, emergent orthography and letter-word identification predicted time looking at print and recognition of the print elements.  相似文献   

Distinct in beliefs/united in concerns: Listening to strongly DAP and strongly traditional k‐primary teachers     

Mary Benson McMullen 《Journal of Early Childhood Teacher Education》2013,34(3):123-133

Abstract

Twelve early childhood teachers in kindergarten/primary grades who hold opposing philosophical beliefs about developmentally appropriate practices (DAP) were interviewed about their perceived barriers to effective practice. Specifically, they were asked to discuss work‐related “things that keep them from being the best teacher they can be.” All teachers selected scored as highly efficacious about education and themselves as teachers and had low occupational stress scores. Half strongly endorsed and engaged in behaviors closely aligned with DAP and half were highly traditional. Interesting differences in terms of the relative influence of preservice education and acceptance of inclusive practices were found across the two groups of teachers, but they united in concern for standardized testing as a barrier to effective practice. Listening to these teachers can and should inform those of us engaged in pre‐ and in‐service education and policy formation and point us in future directions for research into teacher differences. © 2001 Elsevier Science Inc. All rights reserved.  相似文献   

“Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism     

Mary M. Cornish  Patricia A. Cantor 《Journal of Early Childhood Teacher Education》2013,34(4):326-339

This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice  相似文献   

Fostering partnerships with families: academic service-learning in the Little Village     

Mary Knight-McKenna  Heidi L. Hollingsworth  Nicole Ammerman 《Journal of Early Childhood Teacher Education》2013,34(2):57-73

ABSTRACT

Strong family-teacher partnerships increase family engagement, promoting positive outcomes for children. Early childhood educators need knowledge, skills, and dispositions for establishing strong, meaningful partnerships with diverse families. This research investigated the impact of academic service-learning (ASL) on undergraduate students’ knowledge, skills, and dispositions for partnering with culturally and linguistically diverse families to promote young children’s early academic learning. Participants included nine undergraduates in an early childhood teacher preparation course, ten culturally and linguistically diverse families, and thirteen 2- to 5-year-old children. In this mixed-methods study, written student ASL reflections, pre- and post-ASL student surveys, and parent evaluations were analyzed. Three themes emerged from the analysis: (1) Students entered the ASL experience with excitement and a mostly positive approach; (2) Early to mid-semester, students articulated a high degree of nervousness and discomfort as well as challenges to partnership-building, yet also noted family interest and engagement; and (3) Mid- to late semester, most students expressed their growing confidence in their own skills for relating to diverse families, and identified family strengths. Our findings support ASL as an effective teacher-preparation pedagogy to help students build family-teacher partnerships.  相似文献   

Is It DAP? American Preschool Teachers’ Views on the Developmental Appropriateness of a Preschool Math Lesson from China     

Xia Li  Karen McFadden  Mary DeBey 《Early education and development》2013,24(6):765-787

Planned instruction is an important teaching form in early childhood mathematics education, but some educators are concerned about its developmental appropriateness. The present study was undertaken to address this issue. One hundred and seven American preschool teachers participated in the study: They watched a video-taped math lesson that was conducted in a 4-year-olds’ classroom in China and answered video-cued questions in a questionnaire. A mix of qualitative and quantitative methods was used in analyzing the data. Research Findings: Results show that on average, participants rated the quality and developmental appropriateness of the lesson as high. They acknowledged children’s active learning, teacher’s careful preparation, and use of different learning methods. But, they also identified inadequate elements such as lack of peer interactions and lesson differentiation. Practice or Policy: A relief of American preschool teachers’ current beliefs regarding the developmental appropriateness of math lessons provides critical reference for professional preparation/development programs. American preschool teachers’ high value of children’s active learning in a planned math lesson and their appreciation of teacher’s skillful guidance imply an imperative need to promote American preschool teachers’ pedagogical knowledge and skills in teaching mathematics to young children.  相似文献   

An Examination of Black Science Teacher Educators’ Experiences with Multicultural Education, Equity, and Social Justice     

Mary M. Atwater  Malcolm B. Butler  Tonjua B. Freeman  Eileen R. Carlton Parsons 《Journal of Science Teacher Education》2013,24(8):1293-1313

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261–274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737–759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators’ teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.  相似文献