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81.
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Stephen David Grover Kelli Cargile Cook Heidi Skurat Harris Kevin Eric DePew 《Technical Communication Quarterly》2017,26(3):242-255
ABSTRACTA common challenge facing those who prepare graduate students to teach writing online is the need to help those students connect online writing instruction (OWI) theory with their classroom practice. The authors present how graduate students are prepared to teach writing online at three universities and then synthesize those approaches to highlight three principles that can guide effective OWI preparation for graduate students in any program: immersion, reflection, and failure. 相似文献
83.
Alma Harris Kenneth Leithwood Christopher Day Pam Sammons David Hopkins 《Journal of Educational Change》2007,8(4):337-347
This article explores the relationship between distributed leadership and organizational change. It draws upon the existing
literature to consider whether distributed forms of leadership influence development and change in schools. The article examines
the research base relating to distributed leadership and organizational outcomes. It focuses on how different patterns or
configurations of distributed leadership contribute to organizational development. The article concludes by highlighting issues
that require further study and more empirical confirmation.
This article is based on a literature review commissioned by the Department for Education and Skills as part of a research
project currently being undertaken by Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Leadership
and student outcomes’ and Leithwood, K., Day, C., Sammons, P., Harris, A., and Hopkins, D. (2006) ‘Successful school leadership:
What it is and how it influences pupil learning’. London, DFES. 相似文献
84.
Jan S. Handleman Sandra L. Harris 《International Journal of Disability, Development & Education》1984,31(2):151-157
This study examined the performance of four autistic boys each trained to a criterion of 80 percent correct on two sets of noun labels. After training, one set of labels was reviewed twice a week for nine weeks (summer vacation); the other set received no additional training. Performance on both sets was then retested. Each boy showed greater retention of the rehearsed compared with the unrehearsed material; one, placed on a VR3 schedule of reinforcement during the final stages of training, showed slightly better retention of the unrehearsed material than two trained exclusively with a CRF schedule. The authors argue that these data provide beginning support for the contention that seriously developmentally disabled children need to be in a program which offers year‐round schooling rather than an 180‐day school year. 相似文献
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Increasingly, preservice teachers are required to demonstrate their ability to effectively cater for the needs of a diverse range of learners, including those with special educational needs and disabilities (SEND). Higher education institutions (HEI) delivering teacher education programmes are responsible for promoting the development of inclusive practices. This multi-method study assessed the effectiveness of a special school experience for preservice teachers at one HEI in England. A total population sample of 48 preservice teachers completed self-efficacy questionnaires at three time points during their training; and 13 took part in qualitative semi-structured interviews towards the end of the study. Analysis of variance (ANOVA) findings from the questionnaire data showed that the experience had a significant positive impact on preservice teachers’ self-efficacy, improving knowledge, understanding and confidence to teach inclusively. A thematic analysis of the qualitative findings revealed that the experience challenged preservice teacher expectations about learners with SEND, developing understanding about learner needs and effective differentiation. This article concludes with recommendations for effective inclusion training for preservice teachers. 相似文献
89.
The present research examined the relationships between two social axiom dimensions, reward for application and fate control, with various achievement-related indexes across a wide range of cultures. Results showed that there was no relationship between reward for application and academic achievement or economic competitiveness, but reward for application was positively related to effort exertion and favorable attitudinal reactions to striving. In contrast, fate control was positively related to academic achievement and economic competitiveness, but not to effort exertion and attitudes toward striving. A number of speculations are provided to account for these intriguing findings. 相似文献
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