Interpersonal violence among youth: A challenge for school personnel     

June D. Gorski  Laura Pilotto 《Educational Psychology Review》1993,5(1):35-61

Although interpersonal violence in the school setting is not a new phenomenon, the problem has escalated considerably in this last decade. Both urban and rural school systems are being affected. This paper seeks to explore the extent of interpersonal violence and its impact on students and school personnel. The multiple factors that lead to school violence are examined. Select curricula used in school systems to reduce or prevent violence are highlighted. The article emphasizes that student violence is not a problem limited to the school environment, but one that should and must find a solution through cooperation of all the institutions present in the community, family included. Finally, suggestions are presented for developing preventive strategies.  相似文献   

Possibilities for pedagogy in further education: harnessing the abundance of literacy     

Roz Ivaniç  Richard Edwards  Candice Satchwell  June Smith 《British Educational Research Journal》2007,33(5):703-721

In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework. It elaborates on the notion of the abundance of literacies in students' everyday lives, and on the potential for harnessing these as resources for the enhancement of learning. It provides case studies of changes in practice that have been undertaken by further education staff in order to draw upon students' everyday literacy practices on Travel and Tourism and Multimedia courses. It ends with some of the broad implications for conceptualising learning that arise from researching through the lens of literacy practices.  相似文献   

Understanding the role cumulative exposure to highly qualified science teachers plays in students' educational pathways     

Se Woong Lee  Geoff Mamerow 《科学教学研究杂志》2019,56(10):1362-1383

Years of experience, education level, and subject matter expertise are three measures of teacher qualification that are employed widely in contemporary educational policies including tenure, salary, and hiring, despite significant questions about their effectiveness at predicting student performance. These questions reveal a critical gap in the literature, concerning, in particular, the enduring impact of teachers' qualifications on students' educational experiences, and they ways in which related research has traditionally been framed and conducted. Specifically, studies examining these predictors have focused almost exclusively on investigating the role that an individual teacher's qualifications have on students' performance. In schools, however, students are exposed to different teachers every year, and those teachers often have differing qualifications. This study explores the impact of teacher qualification from a cumulative perspective by examining the relationship between cumulative science teachers' qualifications (measured by years of experience, education level, and subject matter expertise) and students' educational success (academic achievement, college enrollment, and decision to major in a Science, Technology, Engineering, or Mathematics field). The study found that students taught by science teachers who—as a group—were cumulatively more highly qualified, tended to have higher achievement, as well as better educational pathways and outcomes in STEM. Given that students are taught by teachers from across a broad spectrum of qualification throughout their schooling, findings from this study could have important implications, not only for research and practice, but also for education policy.  相似文献   

The Impact of CMS Quality on the Outcomes of E‐learning Systems in Higher Education: An Empirical Study     

Kihyun Kim  Silvana Trimi  Hyesung Park  Shanggeun Rhee 《Decision Sciences Journal of Innovative Education》2012,10(4):575-587

Course Management Systems (CMSs) in higher education have emerged as one of the most widely adopted e‐learning platforms. This study examines the success of e‐learning CMSs based on user satisfaction and benefits. Using DeLone and McLean's information system success model as a theoretical framework, we analyze the success of e‐learning CMSs in five dimensions: system quality, information quality, instructional quality, user satisfaction, and CMS benefits. An analysis of survey data collected from students participating in a university‐wide CMS shows that system quality, information quality, and instructional quality positively influence user satisfaction, which, in turn, increases the benefits of CMSs. By providing a comprehensive framework for the critical success factors in e‐learning CMSs and their causal relationships, this study provides practical implications for managing e‐learning courses and resources for a more flexible and effective CMS‐centered, e‐learning environment.  相似文献   

Teachers of Color Speak to Issues of Respect and Image     

Gordon  June A. 《The Urban Review》1997,29(1):41-66

This paper explores the issue of the respectability and changing image of public school teachers through interviews with 114 teachers of color in three urban school districts: Cincinnati, Ohio; Seattle, Washington; and Long Beach, California. Almost one half of the respondents felt that either the negative image or the low status of teaching was one of the main reasons that students of color are not entering the profession. This assessment seemed to have little to do with money and a great deal to do with self-respect as defined in terms of dress, posture, and class. There was strong consensus that a professional image is important to people of color. The judgment that there has been a decline in respect for teaching was mixed. Many informants perceived themselves as leaders within their communities and as professionals and claimed that their people and their families did respect teachers. The problem seemed to lie less with communities of color and more with the dominant society, which devalues teaching.  相似文献   

Feminist Theory in Education     

June Purvis 《British Journal of Sociology of Education》1994,15(1):137-140

  相似文献   

Effects of Consultation on Professional Learning Communities     

June L. Preast  Matthew K. Burns 《Journal of educational and psychological consultation》2013,23(2):206-236

ABSTRACT

School psychologists can impact student outcomes by consulting with teams around data. The current study investigated the effects of consultation with Professional Learning Communities (PLC) teacher teams. The study included four teacher teams, observing their PLC practices and providing consultation. Each team was observed with a PLC-implementation rubric using a multiple baseline design, including baseline, intervention, and maintenance phases. The specific areas of observation on the PLC Implementation Rubric were “How Effective Teams Work,” “What Students Need to Know and Do,” and “Assessment for/of Learning.” The data were visually analyzed and a nonoverlap of all pairs effect size was computed. During the intervention phase, each team chose an item to focus on from the same observation strand. Therefore, the data were analyzed on the single strand and the three strands taken together. The results from the study indicated a change in PLC implementation occurred when consultation was added, and the change was maintained after consultation ended. However, the improvements for each team during the intervention and maintenance phases were small in comparison to the baseline phase. In addition, teams displayed greater improvements in implementation fidelity on the single strand in comparison to the three strands taken together. Future research is needed to determine the impact of consultation with PLCs on student outcomes. Implications for research and practice, limitations, and future directions are discussed.  相似文献   

Teachers of Chinese Ancestry: Interaction of identities and professional roles     

June Beynon  Roumiana Ilieva  Marela Dichupa 《Teaching Education》2013,24(2):133-151

The research presented in this paper, based on ethnographic interviews with 19 female and 6 male Canadian teachers of Chinese ancestry, is part of a larger study examining perceptions of careers in teaching by secondary school and university students as well as practising teachers, all of minority Chinese or Punjabi Sikh ancestry (Beynon, Toohey & Kishor, 1992; Beynon & Toohey, 1995; Beynon & Toohey, 1998; Hirji & Beynon, 2000). Drawing on Britzman's (1992) theoretical distinction between teachers' roles and identities, the thesis of our research is that "role", which Britzman describes as impermeable and prescribed by normative institutional practices and ideologies, is, rather, potentially porous. We see that teachers of minority ancestry infuse their roles with new dimensions that draw on their identities. Hall's (1996) materialist theorizing helps us to see how identity, multifaceted and fluid, can be a source for negotiating roles. We recommend changes in teacher education and schools that would help to authorize transformation so that these settings which presently privilege the values, practices and discourses of the dominant Anglo-European Canadian society can become more inclusive of the identities and experiences of minority teachers.  相似文献   

Reasons for Attending,Expected Obstacles,and Degree Aspirations of Asian Pacific American Community College Students     

Winnie W. Wang  June C. Chang  Jonathan W. Lew 《Community College Journal of Research & Practice》2013,37(7):571-593

This study examined how the academic aspirations of Asian Pacific Americans (APAs) attending community colleges are influenced by their demographic and educational background, reasons for attending, and obstacles they expect to encounter. The sample consisted of 846 APAs out of a total student sample of 5,000 in an urban community college district. The analyses compared results for ethnic groups within the APA community as well as APAs with other racial groups. The key finding—that APA community college students often consist of recent immigrants—should lead institutional researchers to collect data on their numbers, characteristics, and needs.  相似文献   

An effect of a mandatory counseling program for college students on academic probation: a preliminary study     

Ji Woong Yang  Kyu Jin Yon  Jung K. Kim 《Asia Pacific Education Review》2013,14(4):549-558

This longitudinal study examined the effects of a mandatory counseling program for students placed on academic probation at a university in South Korea. The study compared longitudinal changes over three semesters in the grade point average (GPA) of students who were on academic probation. Two groups, 46 students with mandatory counseling and 49 students without, were used as comparison groups for testing the effects of counseling intervention on GPA improvement. The result suggested that the students who attended five or more counseling sessions beyond two mandatory sessions showed a significantly greater GPA improvement over three semesters in comparison with the students who did not receive the mandatory counseling sessions. Implications for counseling and suggestions for institutional action are discussed.  相似文献