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Abstract The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self‐contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers' academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions. 相似文献
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The purpose of this study is to examine the internationalcomplexities of the research-teaching nexus in higher educationalinstitutions. The Carnegie International Survey of the Academic Professionis employed to compare teaching and research activities in eight countries.These countries include the former West Germany, United Kingdom, Sweden, TheUnited States, Australia, Israel, Japan, and South Korea. Findings revealthat teaching and research are not mutually exclusive activities in thework/life of faculty. Research oriented faculty are more likely to viewtheir research commitments as being competitive with teaching. Research isfound to positively affect teaching, but attributes of teaching (e.g.,course load, student demand, etc.) negatively impact research. In addition,the paper finds academic orientation and the number of articles publishedduring the past three years to be the most important factors in determiningthe number of weekly hours spent on research and teaching activities. 相似文献
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Sharing experiences among teachers is an important part of professional development. Coaching is defined as an ongoing process in which experts engage with practice, with the purpose of continuous improvement. This article will discuss the principles of peer coaching in teacher development, by examining a specific case of peer coaching between two experienced teacher educators. From this analysis, we derive two major concepts as guiding the process of peer coaching: joint deliberation and metapedagogy. These two features are conceptualized using excerpts from the case study and from the literature. 相似文献
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OBJECTIVE: This study examined the effects of the Webster-Stratton parenting program on the parenting skills of maltreating mothers and on the autonomy of their children (3-8 years). METHOD: A randomized controlled trial was used. Twenty-six maltreating families were randomly assigned to one of two conditions: the 16-hour weekly intervention group, or the 4-month wait list control group. Pre- and post-intervention independent assessments included a 2-hour home visit involving videotaped mother-child interactions during two prescribed, 10-minute play activities. RESULTS: Compared to the control group, treatment mothers demonstrated significant improvement in involvement and marginally significant improvement in autonomy-support, but no improvement in structure. Treatment group children showed no significant improvement in autonomy when compared to control group children. CONCLUSIONS: This parenting program proved effective with maltreating parents. The lack of demonstrated effect on children may reflect the need for a larger and more sustained treatment dose and/or the need to include parent-child interaction opportunities in the program. At the same time, while treatment gains were limited to the parent, the high treatment adherence rate (92% attended six or more of the eight program sessions) and low attrition rate (n=1) indicate that the treatment gains may hold potential for more thorough examination. 相似文献
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Esther E. Gottlieb 《Prospects》2012,42(3):285-301
For over two decades the State of Ohio has been reforming its education system. This article focuses on the 2006 reform initiatives: a newly elected governor pledged to review and revise its 2002 kindergarten to twelfth grad (K-12) academic content standards and benchmark them to international ??best-in-class?? measures, given Ohio??s need to develop human talent for new industries to replace disappearing jobs in manufacturing. Rather than look at only one other country or state in the US, Ohio compared its standards to those of eight countries and one province; based on this analysis, it rewrote its standards. Ohio has formally adopted the U.S. Common Core Standards and joined the national Partnership for 21st Century Skills, using those learning frameworks to pass legislative amendments for new academic standards and model curriculum. US federal funding from both ??No Child Left Behind?? and ??Race to the Top?? ($400 million) confirms and validates the state??s efforts to build a world-class education system that will make Ohio??s students more competitive in a global economy that demands innovation and a highly skilled workforce. 相似文献
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Derek Gottlieb 《Educational theory》2012,62(5):501-516
Both contemporary popular and scholarly discourse on teacher development and evaluation assumes the truth of a certain view of normative human behavior, one that holds that skill in a given domain is predicated upon the application of maxims, rules, or principles in a given situation. Such a view would allow one to isolate behaviors associated with expert practice, distill the rules that give rise to them, and both develop new teachers and evaluate practicing teachers on the basis of such maxims. In this essay, Derek Gottlieb argues that the phenomenon of skillful teaching, and studies thereof, expose the inconsistencies and confusion underlying this model, encouraging the field generally to consider alternative holistic accounts of expert teacher practice as we seek to train and appraise great teachers. 相似文献
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Eli Gottlieb 《Religious education (Chicago, Ill.)》2013,108(2):242-260
Over the last fifty years, in three distinct waves of research, psychologists have investigated the religious thinking of children and adolescents. However, they have differed substantially in their conceptual frameworks, methods, and conclusions, making it difficult for educators to determine the overall implications of their findings for educational practice. In this article, the author reviews this research, identifies points of agreement and contention, derives tentative conclusions about the nature of religious thinking and its development, and discusses their educational implications. 相似文献