Participatory design of learning environments: integrating perspectives of students,teachers, and designers     

Karen D. Könings  Tina Seidel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):1-9

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The CAEP Standards and Research on Educator Preparation Programs: Linking Clinical Partnerships With Program Impact     

Tina Heafner  Ellen McIntyre  Melba Spooner 《Peabody Journal of Education》2014,89(4):516-532

Responding to the challenge of more rigorous and outcome-oriented program evaluation criteria of the Council for the Accreditation of Educator Preparation (CAEP), authors take a critical look at the intersection of two standards: Clinical Partnerships and Practice (Standard 2) and Program Impact (Standard 4). Illustrating one aspect of a secondary education teacher preparation program, authors consider how clinical partnerships can be designed in light of these standards to have a positive impact on P-12 student learning. Focusing on the program evaluation framework, authors describe a spectrum of diverse formative and summative growth measures that document the scope of impact for all stakeholders, including students. In light of the Feuer, Floden, Chudowsky, and Ahn (2013) questioning framework, authors assess program outcomes. In closing, the authors (a) conclude that comprehensive evaluation models are needed to document complex outcomes, which will make program impact more visible and measureable; (b) recommend using the Feuer et al. decision-making framework to initiate and guide programmatic design and evaluation model development; and (c) affirm CAEP's expectations—clinical partnerships go beyond positive relationships, coselection of mentor teachers and candidates, and commitment to diverse settings to ensuring P-12 student achievement—as attainable goals for educator preparation accreditation.  相似文献   

Academics transformational leadership: an investigation of heads of department leadership behaviours in Malaysian public universities     

Lokman Tahir  Tina Abdullah  Fadzli Ali  Khadijah Daud 《Educational studies》2014,40(5):473-495

Presently, the role and the function of universities in Malaysia have been described as being in a state of change. Several strategies have been adopted to assist in the re-branding of higher institutions of learning. As a consequence, an effective model of leadership practices, particularly at the Malaysian academic departmental level, has to be generated in order to replace the traditional leadership practices in meeting the national aspirations. The purpose of this study was to investigate the relationship between department heads’ leadership behaviour with academics’ organisational commitment. Survey responses from 430 academics from Malaysian public universities were received and analysed. The main finding of this study reveals that the adoption of encouraging leadership behaviour (Kouzes and Posner’s Transformational Leadership) shows a 55% direct positive relationship with academics’ organisational commitment, with demographical factors playing no role as a moderator with either variable. This reinforces the rationalisation for adopting the model within the Malaysian academic setting, where department heads should indeed lead the academic organisation.  相似文献   

Reference Education: Lessons from Our Students     

Loriene Roy  Ye Seul Cho  Regis Junearick  Tina Lassiter  Christopher McCluney  Jayeeta Roy 《The Reference Librarian》2013,54(4):304-309

Students reflecting on their time as students in a school of information provide advice and commentary for their faculty. By revealing their challenges as well as their successes, educators can themselves reflect on the impact of their teaching and the potential it has to assist students on their career paths.  相似文献   

Information processing: a review of implications of Johnstone’s model for science education     

Helen St Clair‐Thompson  Tina Overton  Chris Botton 《Research in Science & Technological Education》2013,31(2):131-148

The current review is concerned with an information processing model used in science education. The purpose is to summarise the current theoretical understanding, in published research, of a number of factors that are known to influence learning and achievement. These include field independence, working memory, long‐term memory, and the use of long‐term memory strategies. The implications of research for educational practice are discussed. It is recommended that educators consider models of information processing and adjust teaching practices accordingly.  相似文献   

The Relation of Moral Emotion Attributions to Prosocial and Antisocial Behavior: A Meta‐Analysis     

Tina Malti  Tobias Krettenauer 《Child development》2013,84(2):397-412

This meta‐analytic review of 42 studies covering 8,009 participants (ages 4–20) examines the relation of moral emotion attributions to prosocial and antisocial behavior. A significant association is found between moral emotion attributions and prosocial and antisocial behaviors (d = .26, 95% CI [.15, .38]; d = .39, 95% CI [.29, .49]). Effect sizes differ considerably across studies and this heterogeneity is attributed to moderator variables. Specifically, effect sizes for predicted antisocial behavior are larger for self‐attributed moral emotions than for emotions attributed to hypothetical story characters. Effect sizes for prosocial and antisocial behaviors are associated with several other study characteristics. Results are discussed with respect to the potential significance of moral emotion attributions for the social behavior of children and adolescents.  相似文献   

The Refugee Crisis and The Right to Political Asylum     

Michael A. Peters  Tina Besley 《Educational Philosophy and Theory》2013,45(13-14):1367-1374

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Careers in aging: how job-seekers search for and how employers advertise positions in aging-related markets     

Tina M. Kruger  Leanne J. Clark-Shirley  Marc Aaron Guest 《Educational gerontology》2013,39(7):483-494

Given its rapidly-aging population, the U.S. needs a workforce that is informed about and capable of meeting the diverse needs of older adults. Students pursing gerontology education may feel unsure of career opportunities as they enter a job market with traditionally clearly-defined disciplinary backgrounds. The goal of this study was to explore how people currently employed in an aging-related job searched for positions, and how this compared to phrasing used by employers to advertise job openings across several aging-related fields. A web-based survey was administered to employees in aging-related positions, and a search of four job-seeking websites to collect and analyze aging-related job postings was conducted. Most (63%) currently working in the field of aging reported finding their jobs through referral from a friend/colleague or through job search sites or job boards. Out of 493 relevant job postings identified, only 175 of the postings (35%), preferred or required applicants to have some type of aging-related knowledge, skills, training, or prior experience. There may be consequences to not specifically recruiting applicants with aging-related backgrounds: job seekers with qualifications in aging may look for other positions that expressly call for their specialized skills or knowledge, and quality of services and care may be different when provided by persons without such training.  相似文献   

Competence versus competency: What is the difference?     

Tina Teodorescu 《Performance Improvement》2006,45(10):27-30

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The non-linear relationship between sum of 7 skinfolds and fat and lean mass in elite swimmers     

Lachlan J.G. Mitchell  Kirstin S. Morris  Kate A. Bolam  Kellie R. Pritchard-Peschek  Tina L. Skinner  Megan E. Shephard 《Journal of sports sciences》2020,38(20):2307-2313

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