Career choices and characteristics of criminal justice undergraduates     

John T. Krimmel  Christine Tartaro 《Journal of Criminal Justice Education》2013,24(2):277-289

Four hundred undergraduate criminal justice students from twelve colleges and universities in seven states participated in an anonymous, written survey designed to determine career choices and expectations as well as other demographic information. Approximately half of the students surveyed indicated that they were pursuing a career in law enforcement. Almost one-third indicated that they had no career plans. We found that reasons for studying criminal justice vary by race and gender, as do career goals.  相似文献   

The Development of Children’s Understanding of Speed Change: A Contributing Factor Towards Commonsense Theories of Motion     

Michael Hast  Christine Howe 《Journal of Science Education and Technology》2013,22(3):337-350

Previous research indicates children reason in different ways about horizontal motion and motion in fall. At the same time, their understanding of motion down inclines appears to result from an interaction between horizontal and vertical motion understanding. However, this interaction is still poorly understood. Understanding of speed change may shed further light due to its critical role in natural object motion. This is addressed by the present two studies. Children (n = 144) aged 5–11 years predicted whether a ball, either heavy or light, would accelerate, decelerate or move at unchanging speed along a horizontal, in fall and down an incline, both in a real-object task (Study 1) and a computer-presented task (Study 2). The results suggest understanding of speed change is typically limited to the expectation that change takes place between a point of no motion and any subsequent point in motion, but not between two subsequent points. Despite improvements with age, predictions of continued speed change barely exceeded chance levels in the oldest age group. Modest effects of object mass were noted. Response time data provide further insight regarding children’s predictions, highlighting similarities and differences in reasoning between motion dimensions. The overall findings are used to develop clearer ideas about the development of children’s understanding of speed change as well as to advance commonsense theories of motion.  相似文献   

Coming to Voice: Preparing Bilingual-Bicultural Teachers for Social Justice     

Shanan Fitts  Lisa Winstead  Evelyn M. Weisman  Susana Y. Flores  Christine Valenciana 《Equity & Excellence in Education》2013,46(3):357-371

This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.  相似文献   

“Moving quietly through the door of opportunity”: Perspectives of College Students who Type to Communicate     

Christine E. Ashby  Julie Causton-Theoharis 《Equity & Excellence in Education》2013,46(2):261-282

Colleges and universities across the United States are becoming increasingly diverse. That increased diversity includes students who do not use speech as their primary means of expression. This qualitative study focuses on the experiences and challenges of higher education for individuals with autism who type to communicate using a method known as facilitated communication. This article focuses on the perspectives of these individuals as they make sense of their inclusion in and, at times, exclusion from higher education, particularly their academic and social access. In addition, the findings of this research indicate that while there are structural and classroom supports that are helpful for individuals who type to communicate, their participation and meaningful inclusion is also incumbent on attitudinal factors and how receptive faculty and staff are to the students’ method of communication. While there is still much work to be done in the area of higher education for individuals with more complex needs, this study highlights the promise of higher education for this new population of students.  相似文献   

Storytelling as dialogue: how teachers construct professional knowledge     

Christine Savvidou 《Teachers and Teaching》2013,19(6):649-664

This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of professional development. These stories were shared with colleagues who then responded with their own digital stories. A narrative framework was used to analyse stories for the types of connections lecturers made between stories. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling. The study concludes by outlining the potential and limitations of storytelling as an approach to professional development and proposes further research into the dialogic capacity of storytelling in a professional development context.  相似文献   

Ways in which Governing Bodies Contribute to School Improvement: Findings from a pilot project     

Michael Creese  Howard Bradley 《School Leadership & Management》2013,33(1):105-116

ABSTRACT

Legislation over the last 10 years has increased considerably the responsibilities of school governors but there has been little research into their role in bringing about school improvement. This paper reports upon a pilot project designed to set the parameters and criteria for a more detailed and extensive study into this area. Based upon the data gathered, it is possible to suggest some ways in which governing bodies can enhance the conditions for improvement.  相似文献   

Understanding students' interactions: why varied social tasks matter     

Christina M. Rinaldi  Allison D. Kates  Christine Welton 《Emotional and Behavioural Difficulties》2013,18(2):127-140

Many social interactions between school‐age children contain both competitive and cooperative elements. In order to gain a better understanding of how students at risk for emotional and behavioural difficulties (EBD) negotiate social exchanges in cooperative and competitive‐related tasks in comparison with non‐EBD students: (a) prosocial; (b) negative; and (c) conflict behaviours were assessed. Fifty‐seven children at risk for EBD and 57 comparison children participated in three different social tasks with non‐target partners. Both students and teachers completed a standardised behaviour checklist. Social ability and sex differences were considered. Results are discussed from a social‐cognitive framework, and practical implications will be highlighted.  相似文献   

Baseline Assessment and Progress during the First Three Years at School   总被引：2，自引：0，他引：2  

Peter Tymms  Christine Merrell  Brian Henderson 《Educational Research and Evaluation》2013,19(2):105-129

An analysis of data involving over 1,000 pupils in 62 classes focused on the progress made during the first 3 years of schooling in England. The pupils started school at the age of 4 and they were assessed on entry to school. They were then assessed 1 year later and again 2 years after that. Building on work reported in an earlier paper this study considered: ? The adequacy of the baseline assessment for 4-year-olds in predicting later progress. ? The differences between classes in value-added terms. ? The long-term impact of being part of a class that made rapid academic progress during the 1st year at school. ? Differences between pupils who started school in different terms. ? Differences between pupils of different ages. Overall, the analysis supported the view that effective early provision has a positive impact on children's academic progress to the age of 7.  相似文献   

Backs to the Wall: Supporting Teacher Professional Development With Technology     

Deborah Gross  Christine Truesdale  Sylwia Bielec 《Educational Research and Evaluation》2013,19(2-3):161-183

This paper describes the development and initial piloting of a technology based model for professional development, qesn.connection (www.qesn.meq.gouv.qc.ca/connection), designed to provide short-term and sustained support to school teams in the area of curriculum reform in Québec, Canada. The model responds to a design request from the Ministère de l'Éducation du Québec to offer school teams tools and strategies, via distance, for team building and school based decision making. The launch topic to accomplish this is the integration of technology in the classroom, to be followed by the implementation of a reformed curriculum. Two pilot schools offer support and feedback on the model and areas for further research and evaluation.  相似文献   

Letter to the Editor     

Juliette D. G. Goldman  Christine A. Collier 《Sex education》2013,13(1):101-102

Juliette Goldman and Christine Collier have recently proposed that the editor of Sex Education should adopt a policy of replacing the phrase ‘opposite sex’ with ‘other sex’ in all published articles, on the grounds that the word ‘opposite’ has connotations of hostility or adversity. In this brief reply I argue that their reasoning does not stand up to scrutiny and that their proposal ought therefore to be rejected.  相似文献