A Case Study of a Turnaround High School: An Examination of the Maryland State Department of Education Breakthrough Center Intervention     

Claudia Galindo  Kathleen Stein  Eugene Schaffer 《Journal of Education for Students Placed at Risk》2016,21(4):208-229

This study examined the Maryland State Department of Education Breakthrough Center (BTC) engagement in a Baltimore City turnaround high school. Utilizing a case-study design and mixed-methods research, data were collected through interviews, informal observations, and review of administrative and achievement documents. Beginning in the 2011–2012 academic year, the BTC has been working in collaboration with school personnel to improve the educational experiences and academic achievement of students. School personnel recognized that the BTC has been responsive to teachers' requests and has exhibited a flexible approach building collaborative and nonevaluative relations. Administrative and achievement data also indicated improvement in school outcome measures during the past 3 years. Nevertheless, school faculty also identified important challenges of the BTC intervention, such as the relevance of this intervention for veteran teachers, the extent to which the needs of all student populations were met, and the sustainability of the intervention.  相似文献   

The explosion of real time and the structural conditions of temporality in a society of control: durations and urgencies of academic research     

Claudia Lapping 《Discourse: Studies in the Cultural Politics of Education》2017,38(6):906-922

In the context of ongoing debates about the distinctive temporalities associated with contemporary regulative regimes, this paper explores the interpretive trajectories initiated in contrasting conceptualisations of the politics of time. This exploration is developed through analysis of interview data from a study of unconscious relations in academic practice. Section one uses one moment of data to contrast phenomenological, Deleuzian and Lacanian theorisations of the relation between time and subjectivity. Section two is an exegesis of Lacan’s paper on Logical Time. This outlines the way temporality is structured in relation to the subject’s guess about the expectations of the Other. Section three uses this to develop an interpretation of three temporalities that constitute the space of contemporary academic subjectivities. The final section considers the intensification of the juxtaposition of these incongruent temporalities, contrasting Lacanian and Deleuzian theorisations of time in the Real/virtual and their implications for both methodological and political strategy.  相似文献   

A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice     

Marcela Pozas  Claudia Jaquelina González Trujillo  Verena Letzel 《Journal of Research in Special Educational Needs》2021,21(3):222-232

With the increasing student diversity, the establishment of inclusive classrooms has become a top concern of policy-makers worldwide urging teachers to differentiate their instruction according to students’ individual learning needs. As the implementation of differentiated instruction (DI) relies mainly on teachers, previous research has mostly focused on examining teachers’ perspectives on their use of differentiation. In contrast, far less attention has been paid to explore students’ perspectives about their experiences in inclusive classrooms. Therefore, this study aims at examining students’ experiences of their teachers’ actual DI practice. Moreover, this study sets the spotlight on Mexico, a country that has faced changes with a recent proposed educational model. Results from a mixed analysis of variance revealed that students do in fact perceive that their teachers implement DI practices. It appears that both primary and secondary school teachers implement more frequent variants of mastery learning as well as tutoring systems as a means to differentiate their instruction. Implications of the results, as well as further lines of research, are discussed.  相似文献   

Evaluation of a High-Engagement Teaching Program for STEM Graduate Students: Outcomes of the Future Academic Scholars in Teaching (FAST) Fellowship Program     

Luanna B. Prevost  Claudia E. Vergara  Mark Urban-Lurain  Henry CampaIII 《Innovative Higher Education》2018,43(1):41-55

Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic years and identified the components most influential upon their teaching professional development. Participants found the year-long teaching assessment project and the disciplinary and reflective focus instrumental for improving their knowledge of teaching and learning. We recommend these components for the design of other such high-engagement programs.  相似文献   

The ethics of interpretation: the signifying chain from field to analysis     

Claudia Lapping 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):69-83

This paper attempts to describe the relationship between the embodied practice of fieldwork and the written articulation of this experience. Starting from Valerie Hey's conceptualization of ‘rapport’ as form of ‘intersubjective synergy’, a moment of recognition of similarity within difference – similar in structure to Laclau and Moufffe's conceptualization of hegemony – the paper explores how we can understand these moments of recognition as positioned within a complex web of signifying chains that interlink social, psychic and linguistic means of representation. Laclau and Mouffe's logics of equivalence and difference and Lacan's account of the production of meaning through metaphor and metonymy provide a theoretical language through which to explore chains of meaning in two fragments of data drawn from a study comparing disciplines and institutions in higher education. My argument is that an awareness of these processes of production of meaning is necessary to the development of an ethical mode of interpretation.  相似文献   

Critical Information Literacy: A Model for Transdisciplinary Research in Behavioral Sciences     

Claudia J. Dold 《The Journal of Academic Librarianship》2014

Librarians are instrumental in advancing the education of students and orienting tomorrow's professions toward the world in which they will practice: rich in information, diverse in perspective, and latent with the opportunities for transdisciplinary research. Critical information literacy offers a model for orienting theory and practice to create an integrated learning experience for students in the behavioral health sciences. This paper examines how different disciplines may be included in a shared problem, using psychopathy as an example. The role of the librarian is discussed in terms of critical information literacy, as a means to conducting transdisciplinary research.  相似文献   

Library Study Behaviors in the Age of Ubiquitous Mobile Devices: An Observational Study in Four Academic Libraries     

Amy Catalano  Lawrence Paretta  Claudia McGivney  Tara King 《The Reference Librarian》2014,55(4):328-342

In this study, researchers observed student study behaviors in the libraries of four post-secondary institutions. In all, 2,773 observations were made. This research replicates and expands an earlier study and addresses its limitations. The results of a logistic regression test indicate whether students had a mobile device readily available and where students chose to study in the library best predicted whether they demonstrated a study, as opposed to a non-study, behavior. Specifically, if students were found in quiet study or computer areas, they were more likely to be performing study behaviors. This research has implications for library stakeholders making decisions about the use of library space. Most importantly, this research demonstrates that library spaces are widely used for diverse purposes.  相似文献   

Near-peer teaching in an anatomy course with a low faculty-to-student ratio     

Durán CE  Bahena EN  Rodríguez Mde L  Baca GJ  Uresti AS  Elizondo-Omaña RE  López SG 《Anatomical sciences education》2012,5(3):171-176

Near-peer teaching is an educational format which utilizes tutors who are more advanced in a curriculum's content to supervise students' activities and to act as instructors in laboratory settings. This format is often used in anatomy laboratory courses. The goal of the present study is to describe the design and implementation of near-peer teaching in an anatomy course and to evaluate students' perceptions of the program. A total of 700 students were registered for this anatomy course which employed near-peer instructors. Of enrolled students, 558 (79.7%) agreed to participate in this study. In general, the practical section (e.g., the clinical hour, image-based anatomy session, and gross anatomy laboratory) of the course was viewed more favorably compared to the theory section (54.8%, n = 306), with dissection and prosection in the laboratory rated as the most valued experiences (34.9%, n = 195). Near-peer teaching is a viable option that satisfies the demands of modern curricula using small groups. This format stimulates learning within courses that have large numbers of students and low faculty-to-student ratios.  相似文献   

Belief in a just world,teacher justice,and student achievement: A multilevel study     

Felix Peter  Nils Kloeckner  Claudia Dalbert  Matthias Radant 《Learning and individual differences》2012,22(1):55-63

The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.  相似文献   

Making a world of difference: Collaboration.Excellence for intercultural teams     

Luise Schneider  Claudia Romberg 《Performance Improvement》2011,50(2):44-48

Cultural awareness training that emphasizes communication delivers only a partial solution to the challenges that intercultural work teams face. Improving collaboration requires a strong foundation of performance management before a work team can determine how they will cooperate to perform to excellence. Against the backdrop of the authors' experiences, the program Collaboration.Excellence offers a three‐phase approach that performance improvement professionals can take to build effective intercultural work teams.  相似文献