National Football League head coach race,performance, retention,and dismissal     

《Sport Management Review》2020,23(5):978-991

The authors tested for evidence of racial discrimination in the employment retention of National Football League head coaches. A robust data set spanning the modern history of the sport (1985–2018) was generated to examine managerial employment tenure, dismissal, and subsequent organizational performance. After controlling for performance differences and heterogeneity between head coaches, the authors uncover statistically significant evidence that Non-White head coaches experience longer employment spells relative to White head coaches in the Rooney Rule era. No statistically significant evidence of racial differences in the rate at which head coaches are fired is found. Both employment tenure and dismissal are largely driven by raw performance, and to a lesser degree, relative performance. Finally, the relationship between head coach race and organizational performance is examined, but no statistically significant differences by race are uncovered.  相似文献   

Historicising teachers’ learning: a case study of productive professional practice     

Ian Hardy  Christine Edwards-Groves 《Teachers and Teaching》2016,22(5):538-552

This paper reveals the significant historical traces which informed the learning practices of teachers at one particular school site in a rural and regional educational district in Australia. Drawing upon recent theorising into professional practice, the paper argues that teacher learning practices are intrinsically ‘ecologically’ related to teachers’ practices at specific sites. However, extending beyond this theorising, the research also reveals how teacher learning – in the case presented, in relation to classroom dialogue – is also significantly influenced by earlier learning experiences of the teachers involved. In this way, teachers’ practices are revealed as not only influenced by present-day, site-specific, whole-school teacher learning, but also by particular events encountered by teachers at an earlier phase of their careers. The research argues for a conception of teachers’ learning which is not only site-informed and ecologically arranged, but also deeply temporally embedded.  相似文献   

教师的成长与培训初探——兼论中国内地实践与经验     

冯增俊 《教育科学》2006,22(5):60-63

随着教育发展及教育理论和教育技术的进步,教师专业化进程日益深化,因此研究教师成长和加强培训促进教师专业发展就成为当下教师工作的重大课题。中国目前开展的课程改革,首要任务之一就是要培训新型教师,推进教师教育模式转型。  相似文献   

Experiences of teacher evaluation systems on high school physical education programs     

Sharon R. Phillips  Kevin Mercier  Sarah Doolittle 《Physical Education & Sport Pedagogy》2017,22(4):364-377

Primary objective: Teacher evaluation is being revamped by policy-makers. The marginalized status of physical education has protected this subject area from reform for many decades, but in our current era of system-wide, data-based decision-making, physical education is no longer immune. Standardized and local testing, together with structured observation measures, are swiftly being mandated in the USA as required elements of teacher evaluation systems in an effort to improve school programs and student achievement. The purpose of this investigation was to document how this reform was initiated and the experiences of teachers, students and administrators, from three high school physical education programs, during initiation of this reform. Documenting how physical education programs respond to such reforms develops our understanding of top-down reform efforts and helps to identify conditions under which such reforms have the intended effect on physical education teachers and student learning in physical education.

Theoretical framework: Fullan’s three phases of school change has been used to analyze and guide school change efforts in several subject areas including physical education. The phases are initiation, implementation and institutionalization. This study is situated primarily within the first phase of school change, the initiation phase.

Methods and procedures: This study took place over a 21-month period in 3 suburban school districts in a northeast metropolitan area of the USA. Interviews with district physical education administrators, high school physical education teachers and students were conducted. Field notes of physical education classes, informal interviews and related artifacts including pre- and post-physical education assessments were collected. To ensure trustworthiness, several steps were taken including member checks, triangulation and peer review. The data were analyzed to find common themes and patterns using the constant comparative method.

Results: Several themes emerged: (1) changes in curriculum and assessment; (2) effect on administrators; (3) stakeholder apathy and (4) department collaboration.

Conclusion: Changes, although minor, did take place in the wake of this top-down teacher reform; however, additional research needs to be completed to determine whether or not these changes are meaningful or long lasting.  相似文献   

Intercultural Communication Training for English Language Teachers: A Case Study of an Immersion Program for South Korean Teachers     

《Journal of Intercultural Communication Research》2013,42(4):345-368

Little research has been conducted that explores connections between the fields of intercultural communication and English-language instruction. To address this gap, we report on an intercultural communication course delivered as an integral part of a short-term professional development immersion program for English-language teachers from South Korea. Study results indicate that intercultural communication training served to enhance participants’ pragmatics awareness along with sensitivity regarding sociocultural influences on communication that they experienced in situ. After the four-week course, most of the participants expressed desire and readiness to integrate intercultural communication into their teaching in South Korea. Intercultural communication training promises to complement pragmatics instruction aiming at improving English-language learning and teaching.  相似文献   

苏联教师群体的深描画像 ——《教师的日常生活》导读     

白娜  马强 《民族高等教育研究》2021,9(2):25-32

《教师的日常生活》是当代教育人类学和微观史学的代表作,通过丰富的档案材料和访谈资料立体地呈现了苏联时期教师群体的日常生活和教师群体在苏联社会生态中的地位和命运,以此展现苏联意识形态工作和苏联社会的运作逻辑。  相似文献   

Beliefs of teachers in Italian schools concerning the inclusion of disabled students: a Q‐sort analysis     

Franco Zambelli  Raffaele Bonni 《欧洲特需教育杂志》2013,28(3):351-366

This paper presents a course of research into the beliefs of class teachers concerning the scholastic integration of children with disabilities. In the current situation in Italy, due to limited specialist training, the attitudes that teachers develop can constitute an obstacle to the full realization of scholastic integration. Of the 23 teachers who took part in the study, conducted using the Q‐sort methodology, some had direct experience with scholastic integration (with opinions both positive and negative); and others had no direct experience (but also had both positive and negative opinions). Using the Q‐sort system, the paper sets out to verify whether effectively the simple manifestation of positive or negative beliefs in relation to inclusion on the part of the teachers (whether they had direct experience or not) could be confirmed, and whether it lent itself to being developed in reference to specific areas of scholastic experience. From the factorial analysis of the Q‐data, four factors emerged that confirm our hypothesis regarding the existence of different beliefs among teachers.  相似文献   

Using inquiry-based instruction to encourage teachers' historical thinking at historic sites     

《Teaching and Teacher Education》2013

This study explores the use of inquiry-based instruction for constructing historical understanding in historic site-based teacher professional development programs. In an historic site-based professional development workshop, fifteen teachers of grades 5 through 12 engaged in guided inquiry with documents drawn from said historic site. Participants showed significantly increased curiosity about the site and use of problem-solving strategies in interactions with the site and staff, but no improvement in other elements related to historical thinking at historic sites. Improvements correlated to neither length of teaching experience nor testing group characteristics, indicating broad applicability for improving historic site-based professional development programs.  相似文献   

Teachers' perspectives on environmental education in multicultural contexts: Towards culturally-responsive environmental education     

《Teaching and Teacher Education》2013

This inquiry explores teachers' perspectives on enacting environmental education in a Québec urban locale with high student diversity. Participating in focus groups and interviews, teachers from three schools discussed their experiences incorporating environmental education into their multiculturally-diverse classrooms. Challenges included value clashes, a lack of common lived experiences, and reconciling contradictory educational perspectives and political policies, which often placed teachers in paradoxical positions. Findings suggest moving toward practices of culturally-responsive environmental education that demand more than awareness but include interactive dialogue. Teachers need support from beyond the classroom and the capacity to develop curriculum facilitating the inclusion of students' culture.  相似文献   

以能力为本位提高高职英语教师素质研究     

罗见旭 《和田师范专科学校学报》2010,29(6):139-140

高职英语教育的人才培养过程中教师的角色举足轻重,教师的素质是影响教学质量的关键因素。本文从能力为本位的教育理念,提出发展英语教师＂双师型＂素质,全面提高英语教师素质。  相似文献