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Monica Taylor Jennifer Goeke Emily Klein Cynthia Onore Kristi Geist 《Teaching and Teacher Education》2011,27(5):920-929
This paper presents findings from a three-year, qualitative study of teachers enrolled in a Masters of Teacher Leadership program. Researchers sought to understand the ways teachers’ beliefs about and understandings of teacher leadership were affected by their participation in a formal teacher leadership program, as well as the kinds of actions they took up as a result of this participation. Data indicate three significant ways participants’ work as teacher leaders was developed and enhanced, including: (a) identifying and amplifying their professional voice, (b) deepening and extending their voice as they plan, and (c) reframing their work/shift responsibility through constructing widening circles of influence and impact. Authors identify implications of their research for growing teacher leaders, school improvement and change, changing school culture, enhancing student engagement, and building new structures. 相似文献
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CALCULUS STUDENTS’ AND INSTRUCTORS’ CONCEPTUALIZATIONS OF SLOPE: A COMPARISON ACROSS ACADEMIC LEVELS
Courtney Nagle Deborah Moore-Russo Janine Viglietti Kristi Martin 《International Journal of Science and Mathematics Education》2013,11(6):1491-1515
This study considers tertiary calculus students’ and instructors’ conceptualizations of slope. Qualitative techniques were employed to classify responses to 5 items using conceptualizations of slope identified across various research settings. Students’ responses suggest that they rely on procedurally based conceptualizations of slope, showing little evidence of covariational reasoning. In contrast, instructors’ responses demonstrated a multi-dimensional understanding of slope as a functional property, which applies to real-world situations and plays an integral role in the development of key calculus concepts. While relatively diverse, the instructors’ responses seldom reported determining increasing or decreasing trends of a line from its slope. This conceptualization was used frequently by students and could help them better understand how slope ties to positive and negative derivatives. The most frequently used conceptualizations for students in this study align with past research findings on the emphasis of the secondary mathematics curriculum, supporting the possibility of cultural influences (academic and geographic) on individuals’ conceptualizations of slope. Thus, this study provides valuable insight into conceptualizations of slope and provides direction for future research on slope and the broader topic of cultural influences on mathematical meaning. 相似文献
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Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts
Taryn W. Morrissey Kristi S. Lekies Moncrieff M. Cochran 《Early education and development》2013,24(4):573-596
This exploratory study examined the impacts of New York's Universal Pre-kindergarten (UPK) program as perceived by directors at child care centers and preschools not receiving state funds. Although only partially implemented, UPK's mixed-delivery system grants monies to a substantial number of qualifying community-based early care and education centers, resulting in a funding imbalance between participating and nonparticipating centers. Phone interviews were conducted with the directors of non-UPK programs across New York State (N = 46). Quantitative and qualitative analyses suggest perceived decreases in 4-year-old and total enrollment and increased teacher recruitment difficulty and competition for teachers since UPK was introduced. Larger centers and those offering full-day programming more often reported changes in teacher recruitment and retention than smaller centers and those offering part-day programming only. Implications for state pre-K policy are discussed. 相似文献
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This study utilized early reading assessment data from a randomized trial of 210 urban and rural schools in Texas to examine
contextual effects on risk prediction in first and second grade. The primary objective was to examine the roles of (a) individual
differences, (b) the grade 1 classroom, and (c) the pairing of first and second grade teachers in determining grade 2 outcomes
in word reading and fluency. A second objective was to investigate whether the administration format of the assessment (paper,
paper plus desktop, handheld plus desktop) or the level of teacher support (web mentoring, no mentoring) moderated the prediction.
These moderator variables proved not to be significant. Subsequent analyses found that a combination of student pretest and
mean of pretest classroom was a better predictor than student pretest alone. Additionally, the effect of student scores varied
by teacher-pair. On average, intraclass correlations (ICCs) ranged from 6% to 17%. Differences in ICCs at the classroom level
were much greater than at the school level, and differences in urban schools were twice that of rural schools. 相似文献
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Research in Higher Education - Across disciplines, male faculty spend more time on research than female faculty. Yet, women tend to teach and mentor students more hours than men (Misra et al. in... 相似文献
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Counseling licensure boards report emerging needs to regulate technology‐assisted distance counseling and supervision. An analysis of published regulations and telephone interviews with board administrators nationwide suggests that boards agree generally on 7 aspects of technology‐assisted distance practice that need to be regulated. Nevertheless, boards are disparate and often polarized in their views regarding the extent and type of regulation needed for each aspect. Current trends may have important implications for counselor education, supervision, and practice. 相似文献
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In terms of positioning a student for Ph.D. admission, the decision to complete a thesis or comprehensive exams as one's M.A. capstone is based on much speculation, but little systematic study. This study surveyed M.A. and Ph.D. Communication program representatives about doctoral programs' admission preferences and practices regarding applicants holding M.A.s from other institutions, as well as perceptions of their institution's students' actual capstone choices. In nearly half the cases, doctoral program representatives were unaware of whether students admitted with M.A.s had elected the thesis, comprehensive exams, or some other capstone option. Additionally, the results show that Ph.D. programs prioritize students' writing samples, statements of reasons, and GRE scores when deciding admission. There were discrepancies between M.A. program representatives' perceptions of what information weighed most heavily with doctoral admissions committees and the priorities reported by Ph.D. program representatives. 相似文献
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