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1.
This paper explores the dynamics of purposeful leadership and parental involvement, two central components of effective schools. The results of four cases studies are presented that consider the ways in which principals work with parents in schools that have a shared, consistent mission. The case studies reveal that principal‐parent interactions are the result of unique processes in each school and are negotiated and institutionalized over time. 相似文献
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You-shi Liu You-hong Fang Ling-xiang Ruan You-ming Li Lin Li Ling-ling Jiang 《Journal of Zhejiang University. Science. B》2009,10(8):631-634
Takayasu’s arteritis (TA), also known as the “pulseless disease,” is a chronic vasculitis of the aorta and aortic branches.
TA with Crohn’s disease is rare and has not been documented in China before. In this paper we report on a case of Takayasu’s
arteritis associated with concurrent Crohn’s disease. A 17-year-old Chinese male developed upper limb sourness and a sensation
of fatigue, and his upper limb pulses were absent. He was diagnosed with TA and underwent an axillary artery bypass with autologous
great saphenous vein on the left subclavian artery. After the surgery, he regained the normal blood pressure. This patient
also had years of diarrhea and developed an anal canal ulcer, and was diagnosed with inflammatory bowel disease and ulcerative
colitis before. Five months after the TA surgery, he was hospitalized for severe stomachache and diarrhea and was finally
diagnosed with Crohn’s disease. The possible pathophysiological mechanisms responsible for concurrent existence of TA and
Crohn’s disease may be associated with immune disorders, especially autoimmunity.
相似文献
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Hubert S. Feild William H. Holley Achilles A. Armenakis 《Journal of Experimental Education》2013,81(2):8-15
Various investigators have proposed that factors intrinsic to a particular situation, i.e., training, education, specific jobs, should have a significantly higher relationship with overall satisfaction than should factors extrinsic to that situation (4, 10). This study was designed to investigate the effects of intrinsic and extrinsic factors on graduate students’ satisfaction with their graduate education. To achieve this purpose, an instrument, the Graduate Education Questionnaire (GEQ), was administered to sixty-two graduate students in business at a large, southeastern university. Essentially, they were asked to rate their degree of satisfaction with a series of variables suggested as being important to their graduate education. Contrary to expectations, the results of this study indicated that a set of variables intrinsic to graduate students’ education did not predict overall satisfaction significantly better than a set of extrinsic variables. Similar results have also been confirmed in other contexts as well (5). From the data collected, implications of the results are discussed. 相似文献
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Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm
The current study examined the relation of students’ performance and teachers’ enthusiasm with teachers’ use of engaging messages in class. These messages can focus on the benefits or disadvantages of engaging in a school task, and appeal to controlled (i.e., extrinsic, or introjected) or autonomous (i.e., identified, or intrinsic) incentives to engage students. Engaging messages were gathered through audio-recorded lessons of 39 teachers in 59 student groups during the second term of the academic year. Results showed that both students’ performance and teachers’ enthusiasm are related to teacher’s use of engaging messages. The better the students’ performance, and the higher the teachers’ enthusiasm, the larger the number of messages used. Moreover, the better the students’ performance, the greater the likelihood of using messages that appeal to extrinsic incentives. By assessing engaging messages through objective observations, we discovered relationships that can help us better understand teachers’ use of engaging message. 相似文献
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《Educational Philosophy and Theory》2012,44(2):149-158
AbstractThis article draws on a study of infant participation in research, and work in philosophical-empirical inquiry, to illuminate some of the inexhaustible entanglements constituting the collective relational landscape of educational research of particular encounters, which have been called moments of wonder. Working with Merleau-Ponty’s philosophical notions of wild Being and flesh, I look closely at one such ‘moment’, as lived as an entanglement of embodied self, worldly things, and other selves that collectively comes into being whilst opening onto time and space. I see this account as demonstrating the value of learning to see the ‘collective’, wherein individualities are engendered, for developing new understandings of early childhood education (ECE) relational landscapes, specifically in relation to ‘participatory’ research with very young children – and educational research more generally. 相似文献
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Wolff-Michael Roth 《Educational Philosophy and Theory》2018,50(9):839-848
AbstractDespite its advanced age of about 375 years, the mind–body (psychophysical) problem is alive and well, in part because it is anchored so well institutionally in schools and in research (scientific vs. interpretive psychology). This continued presence is astonishing in the light of the fact that the seed for its solution, sown in Spinoza’s Ethics, is almost as old. The solution rests on the position that there is only one substance, which, invisible, manifests itself in two attributes, thought and extension (body). By thinking with Spinoza, especially by following the ways in which Vygotsky and Marx think with Spinoza, we arrive at an approach suitable for a social psychological theory of learning that does not separate knowing (intellect, thought) from doing and emoting (body). A classroom fragment from a 10th-grade physics curriculum is used as the starting point for overcoming the body–mind problem by thinking with Spinoza. 相似文献
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Anne Bradstreet,the first American poet,is popular among the puritan community.Yet a close examination of her poetry reveals her belying inconsistency with the Puritan values.While Puritan community devoted itself to the religious,disliked virtually every kind of recreation including literature and prejudiced against the female,Anne Bradstreet passionately expresses the secular pains and joys and firmly asserts the role of the poetry and the female.Her popularity among the Puritans both proves a success of her strategy and indicates Puritan society’s certain flexibility and tolerance. 相似文献
9.
Jennifer G. Cromley Tony C. Perez Shannon L. Fitzhugh Nora S. Newcombe Theodore W. Wills Jacqueline C. Tanaka 《Journal of Experimental Education》2013,81(4):511-537
The authors tested whether students can be taught to better understand conventional representations in diagrams, photographs, and other visual representations in science textbooks. The authors developed a teacher-delivered, workbook-and-discussion–based classroom instructional method called Conventions of Diagrams (COD). The authors trained 1 experienced teacher to deliver COD to two 10th-grade biology classes (n = 31) and compared gains in diagram comprehension from COD to those from a business-as-usual control condition (n = 30) in 2 classrooms taught by the same teacher. Students in the COD condition showed statistically significantly greater growth in comprehension of literal and inferential biology diagrams. The control condition in some cases advantaged high-spatial, high-knowledge students, whereas the COD condition for the most part did not. Entries in the COD workbooks were analyzed for amount of student effort. Students with a combination of low pretest biology knowledge and low effort showed much lower gains from pretest to posttest on the inferential biology diagrams measure than did other students in the COD condition. 相似文献
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Anne Bradstreet, the first American poet, is popular among the puritan community. Yet a close examination of her po?etry reveals her belying inconsistency with the Puritan values. While Puritan communi... 相似文献
12.
Wu Jue Atit Kinnari Ramey Kay E. Flanagan-Hall Grace Ann Vondracek Mark Jona Kemi Uttal David H. 《Journal of Science Education and Technology》2021,30(4):529-538
Involving students in the co-design of educational curricula and practices can benefit both students and teachers. Students who participate in co-design may show better learning or increased agency or engagement. In the present study, we investigated what kind of science knowledge or practices can be learned by student co-designers while engaging in co-design practices and how that learning happens with six high school students. We created a model to guide the analysis of students’ learning with technology in co-designing processes. The results revealed that students learned engineering design process even if no explicit instruction on engineering learning was given. Also, our analysis suggested that co-designing with technology enabled learning of the engineering design process and potentially furthered learning of science because it promoted knowledge integration. The results have implications for understanding and enhancing engineering design and science learning through co-designing with technology.
相似文献13.
Lay See Yeo Wan Har Chong Maureen F. Neihart Vivien S. Huan 《Asia Pacific Journal of Education》2016,36(1):69-83
Teachers’ positive attitude is most critically and consistently associated with successful inclusion. However, little is known about teachers’ first-hand encounters with inclusive education in Singapore. We present findings from a qualitative study on inclusion based on focus group interviews with 202 teachers from 41 resourced primary schools. The data were transcribed and coded using Interpretive Phenomenological Analysis and NVIVO software. Two broad clusters identified were teachers’ positive and negative experiences in implementing inclusion. More reference was made to negative than positive experiences. The most dominant negative experience was stress from challenging behaviours and instructional difficulties of catering adequately for diverse needs in the same classroom. The most salient positive experience was satisfaction with pupils’ progress and new learning for teachers. Classroom practices that facilitated inclusion and the value of training in shaping teachers’ attitudes towards inclusion were highlighted. 相似文献
14.
Laura Boynton Hauerwas Jennifer Mahon 《International Journal of Inclusive Education》2018,22(3):306-322
This study contributes to the international conversation about the education for students with disabilities at the secondary level by providing some international data about secondary teachers’ training and experiences with inclusive practices. Teacher leaders from 20 different countries participated in this exploratory survey research about the context in which they work, their experiences and their training as related to their efficacy to educate individuals with disabilities. We acknowledge that efficacy and teacher training for inclusion are predominated by a discourse defined through Western best practice. We learned that despite variations in the countries’ concept of disability and their implementation of inclusive educational systems, the teachers had moderately high self-efficacy for inclusive practices yet had limited training and experience with students with special needs. Results are discussed in relation to the preparation of secondary teachers for educating students with special needs. 相似文献
15.
Jacob W. Neumann 《Interchange》2013,44(1-2):129-147
Increasing teachers’ dispositions towards critical teaching is a fundamental goal for critical pedagogy. Because critical educational change cannot occur without teachers’ “buy-in,” developing teachers’ inclination to implement critical teaching into their classrooms is a prerequisite for any successful critical pedagogy focused on change in K-12 schools. However, critical educators too often approach K-12 teachers’ dispositions in ways that are at best unproductive and at worst harmful to critical change efforts. Some critical pedagogy exists that approaches teachers’ knowledge and beliefs in “teacher friendly” ways, but most critical pedagogy suffers from the problem of totality and speaks merely to educators who already hold critical dispositions. In response to this problem, this paper identifies and examines three areas in which critical education scholars can work to better connect with a crucial, yet essentially unaddressed constituency: teachers in neighborhood schools. These three areas are critical pedagogy’s audience, teachers’ professional knowledge, and teachers’ beliefs about what constitutes ‘real schools’ and ‘real teachers.’ The paper ends by suggesting approaches to teachers’ dispositions that do not sacrifice the possible to the ideal, that value practical and eclectic change efforts, and that appreciate teachers’ already existing knowledge and beliefs as a foundational medium for developing critical education. 相似文献
16.
Bengt Persson 《欧洲特需教育杂志》2013,28(4):337-347
According to Swedish legislation as well as laws pertaining to disabled citizens, Swedish schools are to be accessible for all children and adolescents. This implies that disabilities of any type must not be allowed to prevent students from completing their schooling on their own terms. The purpose of this research was to study the degree to which the Swedish school is accessible for all students. A total 200 professionals and politicians were interviewed alongside more than 30 upper secondary school students. The results show that the ambition level is high with regard to adapting educational programmes for the disabled student group, especially in the rhetoric of politicians and civil servants. However, in practice, teachers and head teachers have considerably more difficulty in delivering to students satisfactory schooling. This is often due to conflict between the striving for inclusion and the difficulty adapting learning environments during everyday classroom instruction. By use of institutional theory the study demonstrates that intentions as described of responsible politicians are altered in the system when confronted with the institutional reality. Schools’ meeting the natural variation of difference in the student group causes complications in educational work in which various solutions are attempted. When educational differentiation is found wanting in attempts to meet students’ various needs, various types of special solutions are sought, which have the objective of reducing heterogeneity among the students. This type of organisational differentiation seems accepted and legitimised where it concerns students having various kinds of school‐related difficulties, while seeming to create a disadvantage for some other students. One should understand this as thought coercion, where pressure from professionals in schools leaves little room for other strategies and in which the concept of the inclusive school is challenged. 相似文献
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Lesson study is highly regarded as a model for professional learning, yet remains under-theorised. This article examines the professional learning experiences of teachers and numeracy coaches from three schools in a local network of schools, participating in a lesson study project over two research cycles in 2012. It maps the interconnections between their experiences and their beliefs and practices, using Clarke and Hollingsworth’s (Teach Educ 18(8):947–967, 2002) Interconnected Model of Professional Growth. Analysis of interview data and video-recordings of planning meetings, research lessons, and post-lesson discussions reveals the development of teachers’ collaborative planning skills, increased attention to students’ mathematical thinking, use of orchestrated whole-class discussion based on anticipated student solutions and focused questioning, and the enhancement of collaborative practices for teacher inquiry. Our findings illuminate the interplay between the External Domain, the Personal Domain, the Domain of Practice, and the Domain of Consequence, in the teaching and learning change environment, and the mediating processes of enactment and reflection. Changes in the domains across the period of the lesson study provide evidence of teachers’ professional growth, with the iterative processes of enactment and reflection being critical in mediating this professional growth. 相似文献
18.
Abaci Serdar Robertson Judy Linklater Holly McNeill Fiona 《Educational technology research and development : ETR & D》2021,69(1):29-34
Educational technology research and development - In response to Philipsen et al.'s (Educ Technol Res Dev 67:1145–1174, 2019) article titled “Improving teacher professional... 相似文献
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Duna Sabri 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):657-667
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. ‘The student experience’ homogenises students and deprives them of agency at the same time as apparently giving them ‘voice’. This paper examines the dominance and sacralisation of the discourse of ‘the student experience’ and questions its positioning as a means of discriminating between the value of different experiences of education. 相似文献