Why the American Civil Liberties Union opposes campus hate speech codes     

Nadine Strossen 《Academic Questions》1997,10(3):33-40

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Using video-stimulated recall to investigate teacher awareness of explicit and implicit gendered thoughts on classroom interactions     

Els Consuegra  Nadine Engels  Vicky Willegems 《Teachers and Teaching》2016,22(6):683-699

Teachers believe they don’t interact any differently with boys than with girls. However, an examination of the evidence base on gendered student–teacher interactions shows – at times contradicting – unequal interaction patterns for boys and girls. In this study, the videotaped lessons of 13 secondary school teachers in three schools are analysed by both the teachers themselves and the researchers. Video-stimulated recall is used to bring to the surface the thoughts, images and emotions that evoke teachers’ (re)actions in the classroom. Content analysis and thematic analysis of teachers’ recall reveal three things: (1) when recalling specific situations, gender imbalances in the thoughts and images that accompany teachers’ (re)actions come to the surface; (2) "video-stimulated recall" interviewing is a promising method to raise teacher awareness of these gendered thoughts and images; and (3) with a view to practitioners’ professional learning process, it is important for researchers to allow practitioners to co-investigate their practice.  相似文献   

Developing a quality curriculum in a technological era     

Twining  Peter  Butler  Deirdre  Fisser  Petra  Leahy  Margaret  Shelton  Chris  Forget-Dubois  Nadine  Lacasse  Michel 《Educational technology research and development : ETR & D》2021,69(4):2285-2308

Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world...  相似文献   

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development     

Nadine Pelling 《International journal for the advancement of counseling》2008,30(4):235-248

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling experience was not. The implications of these findings are discussed in relation to the importance of supervisor credentials.  相似文献   

What does technology integration research tell us about the leadership of technology?     

Sara Dexter 《Journal of Research on Technology in Education》2020,52(1):17-36

Abstract

This systematic review of the literature focuses on the empirical research conducted between 1998 and 2018 at the intersection of leaders, teachers, and technology in K-12 schools. The question guiding this review was “what does the technology integration literature identify as key leadership practices that support teachers’ technology integration efforts?” Findings are presented in terms of the larger body of knowledge about effective leadership practices that are empirically shown to influence teaching and learning by applying a conceptual framework of empirically derived leadership practices. The researchers analyzed, deductively coded, and categorized findings from 34 relevant articles in peer-reviewed journals. Findings emphasized leadership practices for building professional capacity including providing teachers with opportunities to learn, creating communities of practice for them, considering their individualized needs, and addressing issues of access and support. In this article, domains of the conceptual framework are described and convey the findings about leadership practices in terms of IT and offer suggestions for further synthesizing the currently siloed work on technology integration in the leadership, teacher, and technology literature.  相似文献   

Inquiry identity and science teacher professional development     

Nadine Bryce  Sara E. D. Wilmes  Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.  相似文献   

Principals in schools with a positive school culture     

Nadine Engels  Gwendoline Hotton  Geert Devos  Dave Bouckenooghe  Antonia Aelterman 《Educational studies》2008,34(3):159-174

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.  相似文献   

The well‐being of teachers in Flanders: the importance of a supportive school culture     

Antonia Aelterman  Nadine Engels  Karen Van Petegem  Jean Pierre Verhaeghe 《Educational studies》2007,33(3):285-297

Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.  相似文献   

A Meditational Model Linking Witnessing Intimate Partner Violence and Bullying Behaviors and Victimization Among Youth     

Dexter R. Voisin  Jun Sung Hong 《Educational Psychology Review》2012,24(4):479-498

A growing body of research documents that various forms of violence exposures are interrelated. This paper presents a conceptual model, which accounts for the relationship between youth witnessing intimate partner violence (IPV) at home and their subsequent engagement in bullying behaviors and victimization by peers. A comprehensive search of major databases was conducted within a 12-year period (1999–2011). Based on this review, we provide empirical evidence, which documents that youth who witness IPV are at increased risk for bullying behaviors and peer victimization. Next, we posit a mediational model, which suggests that the relationship between witnessing IPV and bullying behavior and peer victimization is mediated by psychological problem behaviors, lower school success, and problematic peer interactions. We also explore potential moderating factors that may exacerbate or buffer the effects of witnessing IPV, such as age, gender, race/ethnicity, parenting practices, and peer relationships. This overall conceptual model should be empirically tested and has important implications for guiding future research on the relationship between IPV and bullying behaviors and victimization among youth.  相似文献   

Promoting resiliency in adolescent girls through adventure programming     

Anja Whittington  Jeffery E. Aspelmeier  Nadine W. Budbill 《Journal of Adventure Education & Outdoor Learning》2016,16(1):2-15

This study examined whether participation in an adventure program increased the resiliency of adolescent girls. Eighty-seven girls who participated in Dirt Divas, a non-profit, adventure program, completed the Resiliency Scale for Children and Adolescents^® before and after their experience. Means-comparison tests for within-subjects designs were conducted and revealed that participants reported significantly higher levels of resilience after completing the Dirt Divas program, compared with their pre-program reports. Mixed-model repeated-measures analyses of variance showed that the changes in the girls’ resiliency were not affected by their socioeconomic status. Lastly, the long-term impact results (one month post participation) indicate that observed increases in resilience persist over time.  相似文献