Steps Toward Transformation: One College’s Achieving The Dream Story     

Dawna Wilson  Beverly L. Bower 《Community College Journal of Research & Practice》2016,40(11):965-967

Tarrant County College’s Achieving the Dream transformation has not only changed the college but all who engaged in the initiative. In four years, through ATD TCC became a college with one purpose, one goal, and one focus—student success through data informed decision making. From TCC Chancellor Dr. Erma Johnson Hadley to campus administrators, faculty, and staff, the college embraced the call for systemic change and fully engaged in the step by step process. Personnel throughout the college reported widespread satisfaction with senior leadership and viewed collaborations with colleagues across the district as beneficial and personally rewarding. Tireless endeavors to wholly engage stakeholders, build a culture of evidence, and employ effective student success interventions through ATD not only transformed TCC but ushered the college onto the national stage with Leader College recognition. The college’s next steps include keeping that momentum going and building on what it has accomplished.  相似文献   

Growing up in a tourist destination: developing an environmental sensitivity     

Antonia Canosa  Anne Graham  Erica Wilson 《Environmental Education Research》2020,26(7):1027-1042

Abstract

This paper explores how the socio-cultural milieu of a community may foster a sense of environmental stewardship among children and young people. Ethnographic fieldwork, carried out in a popular tourist destination in Australia, revealed that the overt impacts of tourism activity such as littering provoke negative feelings among children and young people; these perceptions can in turn translate into a sensitivity towards the environment. While debated in some circles, a Significant Life Experiences (SLE) lens is useful in understanding children and young people’s lived experiences of – and sensitivity to - environmental issues in the communities where they are raised. SLE is employed in this article to explore how a sense of stewardship towards the environment is developed among children and young people growing up in a tourist destination. Findings suggest they actively contribute to protecting the environment in a variety of ways from regular beach clean ups and educating visiting tourists to participating in rallies and anti-development protests.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?     

Robert M. Klassen  Virginia M. C. Tze  Shea M. Betts  Kelly A. Gordon 《Educational Psychology Review》2011,23(1):21-43

This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997). Results from the review show increases in overall teacher efficacy research, methodological diversity, domain specificity, internationalization, and focus on collective efficacy. Continuing problem areas were a lack of attention to the sources of teacher efficacy, continued measurement and conceptual problems, a lack of evidence for the links between teacher efficacy and student outcomes, and uncertain relevance of teacher efficacy research to educational practice. An outline of directions for future teacher efficacy research is provided.  相似文献   

How do instructional designers evaluate? A qualitative study of evaluation in practice     

David D. Williams  Joseph B. South  Stephen C. Yanchar  Brent G. Wilson  Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.  相似文献   

Validation of a self-perceived media competence instrument for pre-service teachers / Validación de un instrumento de autopercepción de competencia mediática para docentes en formación     

Julio-César Mateus  Wilson Hernández-Breña  Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464

Abstract

Key to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence.  相似文献   

Is science itself the cause of ineffective science teaching?     

Fred Wilson 《Interchange》1992,23(3):297-302

In her article “A Possible ‘Orality’ for Science?” (Interchange, Vol. 23, No. 3, pp. 227–244), Rampal argues that science can be made more relevant to students if its language is reformed and replaced by one that contains elements drawn from oral cultures. There is some point to this policy proposal, but it fails to note that the dispassionate and impersonal prose of science has its own function in the on-going practice of science. The real task for the teacher should not be reforming the language of science but rather using oral culture to lead students in the excitement of scientific theories and the joys of scientific research, bringing them in the end to a mastery of the prose style that the scientific community has found serves well its goal of increasing our knowledge of laws of nature.  相似文献   

A Feedback Procedure for Teacher Trainees Working with Parent Tutors of Reading     

Wilson Henderson  Ted Glynn 《教育心理学》1986,6(2):159-177

Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred.  相似文献   

Quality Control for Teachers Designing Materials     

G. V. Wilson 《British journal of educational technology : journal of the Council for Educational Technology》1974,5(3):73-74

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Environmental print and word reading     

Virginia Cronin  Denise Farrell  Mary Delaney 《Journal of Research in Reading》1999,22(3):271-282

The nature of the earliest stage of reading was examined by comparing two views about the importance of environmental print in children’s learning experiences. One theory holds that environmental print leads to the acquisition of reading through developing rudimentary representations of specific words and logos, while the second theory concerns assembled phonology and asserts that reading begins with knowing letters and their sounds. Supporters of this theory hold that knowledge of environmental print and logos is reading the environment and may not directly facilitate the acquisition of word reading. Two studies were conducted with non-reading preschool children in which environmental print knowledge was assessed and related to word recognition training. In the first session of each study children were presented with accurate representations of environmental print and logos such as ‘McDonalds’ and ‘Stop’ to find the ones they were able to identify and the ones they failed to identify. In the second session learning trials were conducted with those words from the logos that the children identified and also those that they failed to identify and with matching control words. Both studies found that the words from the known logos were more readily learned than the matching control words, but only in Study 1 were the known logo words learned more readily than the ones the children did not know. The results were discussed in terms of Gibson’s (1969) theory of perceptual learning, and supported the view that environment print and logo knowledge facilitated word reading.  相似文献