Threatened and Placed at Risk: High Achieving African American Males in Urban High Schools     

Ebony O. McGee 《The Urban Review》2013,45(4):448-471

This study investigated the risk and protective factors of 11 high-achieving African American males attending 4 urban charter high schools in a Midwestern city to determine what factors account for their resilience and success in mathematics courses, and in high school more generally. This research was guided by a Phenomenological Variant of Ecological Systems Theory, which assisted in extrapolating how these young Black males make sense of their experiences despite the many challenges they face growing up in urban Black America. Results indicate that although students were under multiple forms of academic and physical threat within and beyond school walls, there was a keen presence of academic agency and an ability to manage potentially threatening situations to cleverly protect themselves from complex systems of risk.  相似文献   

Transformative power of the learning object debate     

Kathy Bennett  Patricia McGee 《Open Learning》2013,28(1):15-30

This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of ‘data’, ‘information’ and ‘learning objects’ helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design.  相似文献   

Calming Fears and Building Confidence: A mentoring process that works     

Christy D. McGee 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):201-209

This study suggests that the process of mentoring education students is not reserved for master mentor teachers but can also be done by more advanced students. The author shares her two-year experience of enlisting Master of Arts in Teaching intern teachers to mentor senior-level baccalaureate students during the practicum attached to a 12-hour integrated content block. The qualitative data collected through interviews and open-ended survey questions reveal that the mentoring experience was positive for both sets of students.  相似文献   

Tutoring in mathematics: a generic method     

Keith J. Topping  Maura Kearney  Edward McGee  John Pugh 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):353-370

A pilot study is reported of a generic method for tutoring in mathematics, intended to be suitable for use by peers, parents and volunteers in a wide range of applications. Thirty children aged 9–10 years of below average mathematical ability were randomly allocated to experimental or control conditions. Experimental tutees (n=17) were tutored in mathematical problem solving at home by their parent(s) using the method, while control children (n=13) received traditional maths problem homework. Pre‐ and post‐test assessment of both groups involved a criterion‐referenced mathematics test in parallel forms and a scale of attitudes to mathematics. Experimental tutors completed a pre‐test questionnaire on attitudes to mathematics and home‐school links, and experimental tutees and tutors engaged in a post‐test debriefing interview. On the attainment test, the experimental group gained significantly, while the control group did not. Male tutees gained more than females. No significant pre‐post differences were evident on the tutee attitude questionnaire. However, interview feedback from both tutees and tutors was generally positive. Given the brevity of the pre‐ to post‐test interval, the finding of positive differences in attainment was considered encouraging. Recommendations for future research were made.  相似文献   

Action Research,Master of Arts in Teaching Interns and a University/School Partnership: A win,win, win situation     

Christy D. McGee 《Teaching Education》2013,24(3):359-369

This paper discusses a 2-year study conducted in a professional development school involving Master of Arts in Teaching intern teachers and at-risk readers in Grades 2-6. A reading club for the at-risk readers provided the setting for intern teachers to conduct action research. The premise of the work was twofold: to develop intern teachers' action research skills, and to improve the reading skills of at-risk readers. Results indicate that intern teachers became more reflective and effective teachers through working with students in the club, and the students showed gains in reading skills and a more positive self-perception.  相似文献   

Library technology trends in the United States     

Robert S. McGee  Patrick McClintock 《New Review of Academic Librarianship》2013,19(1):109-121

The continuing desktop computing revolution, major re‐design and re‐implementation by a number of vendors of integrated library systems, widespread public acceptance and use of the Internet/World‐Wide Web, and the increasing use of the Internet to deliver digital content and access to electronic resources, have all combined to create the need for libraries in the United States to enhance and replace existing systems, networks, and other technologies and to implement new technologies. Libraries planning new network‐centric services face the prospect of overall technology enhancement to optimise service delivery; technology support and staff training and development become critical for successful implementation. This paper reviews the issues that libraries will have to address as they move to the ‘next‐generation’ systems.  相似文献   

Supporting Kindergarten Teachers’ Mathematics Instruction and Student Achievement Through a Curriculum-Based Professional Development Program     

Drew Polly  Chuang Wang  Richard Lambert  Christie Martin  Jennifer Richardson McGee  David Pugalee  Amy Lehew 《Early Childhood Education Journal》2017,45(1):121-131

This study investigates the impacts of a year-long professional development program on Kindergarten teachers’ beliefs and practices and the association of these changes with student achievement in mathematics measured by curriculum-based instruments. Although teacher content knowledge was not statistically significantly different before and after participation in the program, changes in teachers’ beliefs and practices were both noticed: a trend towards discovery/connectionist orientation and student-centered practices. Teachers’ gain scores on a measure of mathematics content knowledge was positively related to the linear growth rate of student achievement.  相似文献   

Temperamental Origins of Child and Adolescent Behavior Problems: From Age Three to Age Fifteen   总被引：11，自引：0，他引：11  

Avshalom Caspi  Bill Henry  Rob O. McGee  Terrie E. Moffitt  Phil A. Silva 《Child development》1995,66(1):55-68

We assessed relations between early temperament and behavior problems across 12 years in an unselected sample of over 800 children. Temperament measures were drawn from behavior ratings made by examiners who observed children at ages 3, 5, 7, and 9. Factor analyses revealed 3 dimensions at each age: Lack of Control, Approach, and Sluggishness . Temperament dimensions at ages 3 and 5 were correlated in theoretically coherent ways with behavior problems that were independently evaluated by parents and teachers at ages 9 and 11, and by parents at ages 13 and 15. Lack of Control was more strongly associated with later externalizing behavior problems than with internalizing problems; Approach was associated with fewer internalizing problems among boys; and Sluggishness was weakly associated with both anxiety and inattention, especially among girls. Lack of Control and Sluggishness were also associated with fewer adolescent competencies. These results suggest that early temperament may have predictive specificity for the development of later psychopathology.  相似文献   

The Choice Architecture of School Choice Websites     

Steven Glazerman  Ira Nichols-Barrer  Jon Valant  Jesse Chandler  Alyson Burnett 《Journal of research on educational effectiveness》2020,13(2):322-350

Abstract

We conducted a randomized factorial experiment to determine how displaying school information to parents in different ways affects what schools they choose for their children in a hypothetical school district. In a sample of 3,500 low-income parents of school-aged children, a small design manipulation, such as changing the default order in which schools were presented, induced meaningful changes in the types of schools selected. Other design choices such as using icons to represent data, instead of graphs or just numbers, or presenting concise summaries instead of detailed displays, also led parents to choose schools with higher academic performance. We also examined effects on parents’ understanding of the information and their self-reported satisfaction and ease of use. In some cases, there were trade-offs. For example, representing data using only numbers maximized understanding, but adding graphs maximized satisfaction at the expense of understanding.  相似文献   

Demystifying the Millennial student: a reassessment in measures of character and engagement in professional education   总被引：1，自引：0，他引：1  

DiLullo C  McGee P  Kriebel RM 《Anatomical sciences education》2011,4(4):214-226

The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.  相似文献