From Beliefs to Actions: The Beliefs and Actions of Teachers Implementing Change     

Haney  Jodi J.  Lumpe  Andrew T.  Czerniak  Charlene M.  Egan  Vicki 《Journal of Science Teacher Education》2002,13(3):171-187

Journal of Science Teacher Education -  相似文献   

Development and Validation of Professional Development Resource Materials for Teachers Cbvering Commwnicathg and Interpreting Assessment Results     

Barbara S. Plake  James C. Impara  Vicki L. Wise 《Educational Measurement》1997,16(2):19-24

How were the materials tested? How did the reactions of teachers compare to those of measurement students? How can these materials be used effectively?  相似文献   

BIG CHANGE QUESTIONS. "SHOULD LARGE-SCALE ASSESSMENT BE USED FOR ACCOUNTABILITY?" -- The Fusion of Pressure and Support     

Michael Barber  Vicki Phillips 《Journal of Educational Change》2000,1(3):277-281

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A Case Study of Liberal Arts Colleges in the 21st Century: Understanding Organizational Change and Evolution in Higher Education     

Vicki L. Baker  Roger G. Baldwin 《Innovative Higher Education》2015,40(3):247-261

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Brief Therapy at a University Counseling Center: Working Alliance,Readiness to Change,and Symptom Severity     

Megan Mahon  Stephanie McGuire Wise  Martin H. Ritchie  Nick J. Piazza  Mojisola F. Tiamiyu 《Journal of College Counseling》2015,18(3):233-243

The authors investigated whether students receiving short–term individual counseling at a university counseling center showed progress as evidenced by perceived client and counselor outcomes and the roles that client readiness to change and working alliance played in this setting. The results indicated that the counselor reports, not the client reports, reflected statistically significant change in client symptoms. Changes in symptom severity were not associated with working alliance and readiness to change.  相似文献   

Academic departments as networks of informal learning: faculty development at liberal arts colleges     

Meghan J. Pifer  Vicki L. Baker  Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.  相似文献   

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century     

Vicki Bartolini  Karen Worth  Judy E. Jensen LaConte 《The New Educator》2014,10(1):53-61

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.  相似文献   

EDITORIAL OVERVIEW     

Mary Lou Rasmussen  Vicki Crowley 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):427-430

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Gender inclusive Curricula: A focus on two responses     

Vicki Mather 《Research in Science Education》1994,24(1):226-235

One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender inclusive’ within national curriculum development generally, and explore and analyse these different responses within the specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific purposes. Specializations: feminist theory, science education, technology education, technology curriculum development.  相似文献   

A review of research on the impact of professional learning communities on teaching practice and student learning   总被引：1，自引：0，他引：1  

Vicki Vescio  Dorene RossAlyson Adams 《Teaching and Teacher Education》2008

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