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1.
Annmarie Shirazi Charlotte French 《Community College Journal of Research & Practice》2013,37(8):649-650
The Institute of Medicine and The Educated Citizen and Public Health Initiative suggest that an understanding of public health is a core component of an educated public and is necessary to develop social responsibility (Association of American Colleges and Universities [AAC&;U], 2011; National Research Council, 2003). To respond to this call, the University of New Hampshire collaborated with faculty from the New Hampshire Community College System to introduce the public health field through a course called Global Public Health Issues. This article will discuss the development, implementation, and evaluation of a public health course between a two-year and four-year college. It will also discuss the potential for such a partnership and public health course to encourage life-long learning and a commitment to social responsibility, allow for new course/major/minor development in public health, enable faculty to expand their expertise, broaden the attractiveness of two-year colleges, and introduce a vocation-based student population to the value of public health and the public health workforce. 相似文献
2.
Expressing sexuality is part of the human experience, yet sexual health is often ignored in regard to persons with disabilities. Individuals with disabilities are at risk of sexual abuse and exploitation, unwanted pregnancies, and sexually transmitted diseases. Additionally, many adolescents with disabilities lack the knowledge needed to develop a healthy sexual identity, therefore, increasing their vulnerability (Baladerian, et al., 2013; Boehning, 2006; Preston, 2013; SEICUS, 2012, 2014). Resources have been developed to improve the sexual health of individuals with disabilities; however, those who need this education may not have access to the resources. The purpose of this literature review is to examine sexual health education for individuals with disabilities; it focuses on risks to people with disabilities, current barriers to education, and available resources. 相似文献
3.
This article reports findings from a four-year formative experiment (Reinking &; Bradley, 2008) investigating a summer writing institute for ninth graders entering an urban high school. Intended as enrichment, not remediation, for a heterogeneous group of students, and as a learning experience, not just a teaching opportunity, for practitioners, the institute was grounded in multiliteracies (New London Group, 1996) and scholarship on inclusive schooling (Udvari-Solner, 1997). Its essential elements included (1) composing by students in both print and digital genres, (2) a small set of instructional approaches effective for heterogeneous populations, and (3) co-teaching and co-planning by institute staff. This article focuses on teachers' efforts to support the writing development of English Language Learners (ELLs), who represented 20–30% of institute participants each year. Findings revealed that as teachers made adjustments to the institute model over time, their efforts to support ELLs' participation became more grounded in collective examination of varied student data. As teachers worked in community with each other (Swanson, 2007; Venter, 2004), they increased their ability to address student writers' diverse needs. 相似文献
4.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
5.
The purpose of the current study was to examine dimensionality and concurrent validity evidence of the EARLI numeracy measures (DiPerna, Morgan, &; Lei, 2007), which were developed to assess key skills such as number identification, counting, and basic arithmetic. Two methods (NOHARM with approximate chi-square test and DIMTEST with DETECT classifications) were used to examine the dimensionality of each of the dichotomously scored measures. Both indicated unidimensionality for four of the EARLI measures (Counting Aloud, Counting Object, Measurement, and Pattern Recognition); however, results were discrepant for Numbers and Shapes. For the polytomously scored measure (Grouping), exploratory factor analysis indicated essential unidimensionality. In addition, the majority of the EARLI numeracy items did not appear to function differently by demographic variables, and scores from the EARLI numeracy measures demonstrated adequate concurrent relationships with scores from the WJ-III mathematics subtests. 相似文献
6.
A number of policymakers have shifted their attention from the participation rates of Hispanics in postsecondary education to the percentage of this population that completes a baccalaureate degree. Several reports stress that while participation rates have increased, there are continued disparities in outcomes between Hispanic and White college students (President's Advisory Commission on Educational Excellence for Hispanic Americans, 2003; Council of Economic Advisers, 2000; Fry, 2002; Vernez & Mizell, 2001). Although many states have experienced increases in Hispanic postsecondary attendance, such is not the case in Texas—a state with one of the largest Hispanic populations in the country. Figures for 2003 show that 3.9% of Hispanics in Texas were enrolled in some type of postsecondary institution compared to 5.2% of African Americans and 5.6% of Caucasians (Haurwitz, 2005). 相似文献
7.
Yiwei Chen Jiaxi Wang Robert M. Kirk Olivia L. Pethtel Allison E. Kiefner 《Educational gerontology》2013,39(11):825-833
The primary purposes of the present study were to examine age differences in adaptive decision making and to evaluate the role of numeracy in mediating the relationship between age and adaptive decision making. Adaptive decision making was assessed by the Cups task (Levin, Weller, Pederson, & Harshman, 2007). Forty-six younger (18 to 24 years old) and 37 older adults (61 to 89 years old) completed the Cups task. In addition, the Numeracy Scale (Lipkus, Samsa, & Rimer, 2001) was used to measure individual numeric ability. Adaptive decision making was operationalized by the Expected Value sensitivity (i.e., the product of probability and outcome magnitudes) across the gain and the loss domains. Older adults had significantly lower Expected Value sensitivity than young adults. In addition, older adults demonstrated significantly lower numeracy than younger adults. Finally, numeracy partially mediated the relationship between age and adaptive decision making. It is suggested that older adults’ declined decision making may be partially due to their declined numeric abilities. Implications were discussed in numeracy education and public policies concerning older adults. 相似文献
8.
Our article focuses on using portfolio assessment to craft quality teaching. Extant research literature on portfolio assessment suggests that the primary purpose of assessment is to serve learning, and portfolio assessments facilitate the process of making linkages among assessment, curriculum, and student learning (Asp, 2000; Bergeron, Wermuth, & Hammar, 1997; Cohen & Wiener, 2003; Neill & Mitchell, 1995; O'Malley & Pierce, 1996; Smith & Ylvisaker, 1993; Yancey, 1996). Because a learning portfolio is a collection of student work samples over time, it provides teachers with opportunities to understand the process of student learning. This is especially important in the current educational context where teachers are expected to teach all students, including English language learners, to develop high-level thinking and content knowledge aligned with Common Core State Standards. To support teachers to provide quality teaching that meets Common Core State Standards for diverse English language learners, we begin our article with 3 important reasons for using portfolio assessment. We then describe procedures for implementing portfolio assessment in individual classrooms. 相似文献
9.
Developing teachers' knowledge about assessing English language learners (ELLs) is critical for achieving intended policy outcomes of improving teaching under Race to the Top policy and Common Core State Standards. In addition to teachers' expressed concerns about teaching Common Core State Standards to ELLs in a national survey published in Education Week (Gewertz, 2013), the formation of two assessment consortiums (i.e., Smarter Balanced Assessment Consortium, or SBAC, and Partnership for Assessment of Readiness for College and Careers, or PARCC) indicates the urgency for teachers to demonstrate their assessment knowledge and for schools to provide meaningful professional development opportunities in that area. In this article, we detail the rationale for school-based professional development targeting assessment, especially for new teachers, and outline a proposed procedure for providing such training. 相似文献
10.
Successful aging is the ability to maintain low probability of disease and disability, high cognitive and physical functioning, and active engagement with life (Rowe &; Kahn, 1999). These criteria allow for a minority of people to be classified as being “successful” and overlook the importance of psychological variables in balancing the weight of disease. A total of 1322 seniors (55 + years) were classified on their overall functioning according to core domains (health, psychological, cognitive, biobehavioural, social, personality). Findings support the idea that a broader perspective of aging outcomes, rather than success criteria, may better reflect reality. 相似文献
11.
Progress in education in Afghanistan since the fall of the Taliban has been described as ‘fragile, limited in reach, depth and uncertainty of sustainability' [UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United Nations International Children's Emergency Fund. http://www.unicef.org/afghanistan/education_2206.htm]. This is particularly true for Afghan women participating in higher education, within a culture that remains resistant to women's education. This article documents the views and attitudes of Afghan women who have sought to gain a higher education, within a context where only 5% of the Afghan population attends university, and less than 20% of university students are female [The World Bank. 2013. World Development Indicators: Poverty Headcount Ratio at National Poverty Lines. The World Bank Group. http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the voices of Afghan women to ascertain what they see as the best ways to improve their educational outcomes. Findings illustrate that while progress has been made in enabling a small percentage of women to pursue higher education, there are still significant and enduring obstacles for Afghan women seeking such a path. 相似文献
12.
Jeremy Browne 《学校用计算机》2013,30(1):4-20
As technology integration continues to gain importance, preservice teachers must develop higher levels of confidence and proficiency in using technology in their classrooms (Kay, 2006). The acceptance of the National Educational Technology Standards for Teachers (NETS-T) by National Council for Accreditation of Teacher Education (NCATE) has compelled teacher education programs to reexamine their curricula. However, most of these efforts lack the theory-based measures (Netemeyer, Bearden, &; Sharma, 2003) of NETS-T dispositions and proficiency. In an effort to address this need, the Technology Integration Confidence Scale (TICS) was developed at Brigham Young University's McKay School of Education. This article describes the development of the TICS, which consists of 28 self-efficacy items based on tasks described in the NETS-T. It was pilot tested on preservice teachers during the spring 2006 term (N = 52), and the results were analyzed for item functioning and reliability. Evidence was also gathered to support the result's validity. 相似文献
13.
Brittany Rhoades Cooper Julia E. Moore C. J. Powers Michael Cleveland Mark T. Greenberg 《Early education and development》2014,25(8):1248-1264
Research Findings: Researchers and policymakers emphasize that early childhood is a critical developmental stage with the potential to impact academic and social-emotional outcomes (G. Conti &; J. J. Heckman, 2012; J. J. Heckman, 2012; R. Murnane, I. Sawhill, &; C. Snow, 2012). Although there is substantial evidence that children's early prereading skills predict later academic achievement (K. M. La Paro &; R. C. Pianta, 2000), there have been mixed findings regarding the contribution of early social skills to later achievement (e.g., G. J. Duncan et al., 2007). Using data from the national Early Childhood Longitudinal Study–Kindergarten Cohort, we found that subgroups of children with a combination of low/average reading skills and higher levels of social skills (86% of the sample) in kindergarten performed better on later academic assessments than children with similar reading skills but lower levels of social skills during kindergarten. In contrast, children who were very strong early readers (14% of the sample), regardless of their level of social skills, performed similarly on the 5th-grade academic outcomes. Practice or Policy: Implications for early education and policy are discussed. 相似文献
14.
Michael R. Jolley Emily Cross Miles Bryant 《Community College Journal of Research & Practice》2014,38(2-3):218-230
In 2011, according to a National Center for Education Statistics report, part-time instructional staff in all higher education institutions exceeded full-time faculty members for the first time, accounting for 50% of all instructional staff (National Center for Education Statistics [NCES], 2012). The same report indicates part-time faculty in community colleges exceeds 70% of instructional staff. Perhaps more alarming are the numbers of contingent instructional staff—faculty without long-term employment commitments. According to this measure, nearly 70% of faculty members in all areas of higher education have little-to-no job stability (American Association of University Professors [AAUP], 2013; Schuster & Finklestein, 2006). However, limited research exists on the working experiences of this major subpopulation of United States professors. The purpose of this qualitative study was to explore the experiences of part-time contingent community college faculty regarding the assessment processes their institutions implemented. Through interviews, researchers gathered data identifying what 20 part-time contingent faculty professors reported regarding teaching conditions and institutional assessment procedures. Participant interviews revealed two major themes centered on a lack of institutional engagement and meaningful assessment policies or procedures. 相似文献
15.
National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected via a survey, this study provides an overview of the perspectives of 496 National Board Certified Teachers centered on the Five Core Propositions of the National Board for Professional Teaching Standards. The findings of this study revealed statistical significance on teachers’ reported growth in areas such as leadership, effective instruction, and subject mastery as a result of NBC. Findings also suggest positive change on each of the Five Core Propositions, such as "teachers are committed to students and their learning," as reported by teachers. 相似文献
16.
Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance 总被引：1，自引：0，他引：1
In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco &; Ladd, 2006; Buddin &; Zimmer, 2005; Hanushek, Kain, &; Rivkin, 2002; Sass, 2006). However, this research has not examined the school attributes that lead to high- or low-achieving charter schools. In this article, we examine how student achievement varies with school operational features using student-level achievement and survey data for charter and a matched-set of traditional public schools from California. We did not find operational characteristics that were consistently related with student achievement, but we did identify some features that are more important at different grade levels or in charter schools versus in traditional public schools. We also examined the relationship between greater autonomy within schools, which is a major tenet of the charter movement, and student achievement and found very little evidence that greater autonomy leads to improved student achievement. 相似文献
17.
ABSTRACTStudents need a genuine voice in the content, process, outcome, and assessment of their learning so they can take ownership of their education (Jaquith and Hathaway 2012). Digital art portfolios allow students to research, document, and reflect on the development and assessment of their learning. Unlike traditional portfolios, which typically emphasize product, the use of digital portfolios as a process portfolio for learning has the potential to increase autonomy, experimentation, and allow the student to tell the story of their learning; to be metacognitive about their work (Berrett 2005). For the purposes of our research, we are defining metacognitive as awareness or analysis of one's own learning or thinking processes. The key elements of traditional paper portfolios include: collecting, selecting, reflecting, directing/goals, and presenting/celebrating. The use of technology adds to that list the processes of archiving, linking/thinking, storytelling, collaborating, sharing, and publishing (Barrett 2005). This paper examines how online digital portfolios provide a platform to promote students’ metacognitive skills and direct their learning. 相似文献
18.
19.
《Clearing house (Menasha, Wis.)》2012,85(6):210-223
AbstractMuch debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching. 相似文献
20.
This article updates and clarifies what is known about where political information is gathered online. Some studies have found that the online sites of traditional media companies dominate online interest and marginalize non-traditional sites that present independent views, which damages the Internet's ability to provide diverse viewpoints (Blevins, 2001; Dahlberg, 2005; Introna &; Nissenbaum, 2000). Other research shows a trend toward more non-traditional site use (Pew Research Center, 2009). This study uses survey data from political information gatherers during the 2008 U.S. presidential campaign to measure how much traditional and non-traditional media sites dominated their attention and whether factors such as demographics, political interest, social ties, and use of offline media limited or contributed to that domination. The survey found that non-traditional sites controlled respondents' online attention as much as traditional media sites in terms of political information, and several factors contributed to accessing traditional and non-traditional media online. 相似文献