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41.
Developmental, gender, and academic domain differences in causal attributions and the influence of attributions on classroom engagement were explored longitudinally in 115 African American adolescents. In Grades 8 and 11, adolescents reported attributions for success and failure in math, English and writing, and science. In Grade 11, English and mathematics teachers rated students' classroom engagement. Boys were more likely than girls to attribute math successes to high ability and to attribute English failures to low ability. Both genders' ability attributions for math became more negative from eighth to eleventh grades. Grade 8 attributions of math failure to lack of ability were negatively related to Grade 11 math classroom engagement. Results illustrate the gendered nature of motivational beliefs among Black youth. 相似文献
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This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc. 相似文献
43.
Beth Dickson 《欧洲师范教育杂志》2011,34(3):259-276
In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an evidence-base on which decisions which improve learning can be taken. In turn this enhances teacher professionalism. This article presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level. It looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged. 相似文献
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Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade 总被引：1，自引：0，他引：1
46.
The increase in smartphone adoption has been no less than astounding. Unfortunately, the explosive growth has been accompanied by a rash of security problems. A contributing factor to the growing security problem is a lack of education, training, and awareness. In addition, “bring your own device” (BYOD) policies often leave security responsibilities to the competencies of device owners, which compromises security. Today’s students are tomorrow’s employees with responsibilities for protecting their work environment. They need to understand and practice a full-range of mobile security practices so that they can safely access the information assets of their organizations. If students are not engaging in such practices, educational institutions have a responsibility to ensure that students understand how to keep information assets secure. This paper investigates the smartphone security practices of undergraduate college students. Five hundred students in business classes at a regional public university were surveyed to determine their use of recommended smartphone security practices. The study found that many smartphone users did employ some security measures, but a high percentage of them were ignoring potential risks. This suggests a need for increased education, training, and awareness. 相似文献
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