The Impact of a High Stakes Teacher Evaluation System: Educator Perspectives on Accountability     

Renee M. R. Moran 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):178-193

The use of student achievement data to evaluate an individual teacher's effectiveness has become a new focus in educational policy. This article focuses on the underresearched teacher perception of this new policy measure. Drawing on ethnographic research procedures, this article explores how first-grade teachers in one state navigated a new high-stakes teacher evaluation system. Although the results indicate that teachers have a desire for accountability, findings also show a variety of beliefs on the validity of teacher evaluation, as well as differing applications of scoring measures across school contexts.  相似文献   

On not becoming ‘a mere empirical existence’: exploring ‘who’ and ‘what’ narratives in pre-service English teachers’ writing     

Graham Parr  Scott Bulfin  Renee Castaldi  Elisabeth Griffiths  Charmaine Manuel 《Cambridge Journal of Education》2015,45(2):133-148

Standards-based reforms of education favour narrow forms of teacher professional learning tied to generic standards and pre-determined, measurable outcomes. In high-stakes accountability-driven environments, in schools and initial teacher education programs, educators are rarely encouraged to inquire into their work and professional identities through narrative writing. This article describes and analyses an assessment task in a pre-service teacher education course wherein students explore dialogic forms of critical autobiographical writing as part of an ongoing process of examining and clarifying their views and values about English teaching. Drawing on Cavarero, we argue that the writing these preservice teachers do provides a space for them to negotiate ‘what’ and ‘who’ narratives as they journey to become English teachers. Their writing productively grapples with generic ‘what’ stories such as what standards documents attempt to tell about English teaching, and the ‘unrepeatable uniqueness’ of ‘who’ stories developed out of their individual cultural, educational and linguistic difference.  相似文献   

A Qualitative Investigation of College Students' Facebook Usage and Romantic Relationships: Implications for College Counselors     

Renee S. Sherrell  Glenn W. Lambie 《Journal of College Counseling》2016,19(2):138-153

The use of social media is a societal trend influencing the way that individuals communicate with and relate to one another. Moreover, Facebook use may facilitate or hinder individuals' relationship growth and development. The purpose of this article is to (a) review research examining Facebook usage and interpersonal relationships, (b) present qualitative insight into the Facebook experiences of college students (N = 16) from a large southeastern university, and (c) offer implications for college counselors.  相似文献   

Encouraging IT students to get serious about assignment writing: evaluation of a Web-based initiative     

Rosemary Clerehan  Giselle Kett  Renee Gedge  Juhani E. Tuovinen   《The Internet and Higher Education》2003,6(4):327-346

Traditionally, students attending university have received support for their assignment writing within a face-to-face framework. Academic writing support delivered via the Internet needs to be rendered in very subject-specific terms for the resource to be perceived as valuable. This paper reports on a project involving writing support staff and a computer science subject leader to develop and evaluate a Web-based academic skills tutorial. The tutorial sought to provide online learning support for interpreting an information technology (IT) assignment topic, extracting information from sources, and integrating the material into a report with the support of online lexical tools. The evaluation sought to determine whether the students found the resource helpful, if improvements were still required, and what implications there were for integrating the resource with subject teaching. Students perceived most value in those sections of the resource that provided them with examples and models, and least in those that required them to engage in interactive activity.  相似文献   

Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction     

Renee Kaufmann  Brandi N. Frisby 《Communication Research Reports》2017,34(3):221-229

There are an array of reasons why instructors view personal disclosures as beneficial for the classroom, including to demonstrate caring and to make content relevant. Using the rhetorical and relational goals of instruction theory as the theoretical model, this study tested the potential for the three dimensions of disclosure (i.e., amount, negativity, relevance) to account for variance in instructor rhetorical goals (i.e., relevance) and relational goals (i.e., caring). The results highlight the importance of relevant instructor disclosures to perceiving an instructor as achieving rhetorical and relational goals within the classroom.  相似文献   

An investigation of listening and listening‐while‐reading accommodations on reading comprehension levels and rates in students with emotional disorders     

Andrea D. Hale  Christopher H. Skinner  Beth D. Winn  Renee Oliver  Jessica D. Allin  Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51

Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

One for Nine Ten: Cataloging for Consortia Collections,a UC model     

Renee Chin  Rebecca Culbertson   Shi Deng  Kathleen Garvey-Clasby  Bie-hwa Ma  Donal O'Sullivan 《Cataloging & classification quarterly》2018,56(2-3):188-213

ABSTRACT

In January 2000, the University of California created the Shared Cataloging Program (SCP). Based at the University of California, San Diego, the SCP is a “centralized cataloging model” for the California Digital Library consortium collections. This article will take an evolutionary look at the perpetual challenges of sustaining a consortial cataloging model and highlight the efforts of the SCP in the ongoing quest to eliminate the redundancy of efforts by centralizing the optimization of cataloging efficiency.  相似文献   

Teaching School Counselors and School Psychologists to Work Collaboratively     

A. Renee Staton  Tammy D. Gilligan 《Counselor Education & Supervision》2003,42(3):162-176

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.  相似文献   

Research and development of print materials at the Children's Television Workshop     

Nina Link  Renee Cherow-O'Leary 《Educational technology research and development : ETR & D》1990,38(4):34-44

The mission of research within The Magazine Group of the Children's Television Workshop is fourfold: (a) to ensure that each editorial product is comprehensible to and developmentally appropriate for its intended target audience, (b) to conduct formative and summative evaluations of editorial material for the Group's editors, (c) to keep all staff members of The Magazine Group apprised of the latest academic research in child development and education, and (d) to serve as an in-house advertising and market-research arm for the publisher. This article provides case studies of how research serves each of these functions and concludes with observations on how to optimize the effectiveness of print materials for children, parents, and elementary school teachers.  相似文献