Profiling teachers’ sense of professional identity     

Esther T. Canrinus  Michelle Helms‐Lorenz  Douwe Beijaard  Jaap Buitink  Adriaan Hofman 《Educational studies》2011,37(5):593-608

This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience.  相似文献   

Assessment in early childhood education: threats and challenges to effective assessment of immigrant children     

Esther Ntuli  Arnold Nyarambi  Moussa Traore 《Journal of Research in Special Educational Needs》2014,14(4):221-228

Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio‐economic factors, and culturally and linguistically biased assessment measures.  相似文献   

Library and information services to support the education and development of nurses: the management of co-operation and change—a clash of two cultures?     

Sue Capel  Linda Banwell  Graham Walton 《Health information and libraries journal》1997,14(4):233-245

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Raymond Briggs     

David Walton 《English in Education》1986,20(3):69-75

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A Confusion of Contexts: The interdisciplinary Study of Education     

John Walton 《Educational theory》1974,24(3):219-229

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WOMEN AND HIGHER EDUCATION IN SWITZERLAND: ACCESS TO UNIVERSITIES/ STUDY PREFERENCES AND JOB OPPORTUNITIES     

Esther Garke 《Higher Education in Europe》1981,6(3):26-32

Using statistical analyses, the following article describes the present situation of women in Swiss higher education, the difficulties met by women to succeed in universities as well as in the job‐market where employment conditions are not always satisfactory. The reader might also refer to the article of Mrs. Wiederkehr‐Benz where a different aspect of the problem is presented.

Mrs. Esther Garke is attached to the Swiss Federal Office for Education and Science, Bern and she is also the liaison officer for CEPES in Switzerland.  相似文献   

Use of clustering techniques in deriving psychoeducational profiles     

Esther Sinclair  Leeka Kheifets 《Contemporary educational psychology》1982,7(1):81-89

This study explores whether a synthesis of clinical and statistical data taken from the psychoeducational reports completed on a group of 42, 9- to 11-year-old boys referred to a Child Psychiatric Outpatient Department for school-learning problems, would yield discrete clinical categories or clusters of children. An amalgamated hierarchical clustering technique which formed clusters by subjects based on a measure of euclidean distance was used. Forty-two reports were evaluated by licensed educational psychologists in five input areas: Developmental History, School History, Cognitive Functioning, Sensorimotor/Perceptual Functioning, and Academic Achievement. One of three educational placement recommendations was identified for each subject: No Educational Placement Intervention Necessary, Special Tutoring or Remediation, and Special Class Placement. Using clinical characteristic ratings given by the evaluators on each variable, a similarity-dissimilarity matrix was formed which classified subjects into four discrete clusters based on their clinical profiles. A χ² test determined that there was a significant association (p < .01) between cluster membership and educational placement recommendations.  相似文献   

Assessing the quality and equality of Hong Kong basic education results from PISA 2000+ to PISA 2006     

Esther Sui-Chu Ho 《Frontiers of Education in China》2010,5(2):238-257

This paper seeks to examine the quality and equality of basic education of Hong Kong based on the first three cycles of the Program for International Student Assessment (PISA). Results from these three assessments suggested that the Hong Kong students have an outstanding performance in mathematics, science and reading. In particular, the performance of reading improves substantially in PISA 2006. As far as equality in education is concerned, the achievement gap of students from different socio-economic backgrounds in Hong Kong is relatively small compared with other countries. However, the academic performance variation between-schools suggest that, there is still academic segregation among secondary schools in Hong Kong although it has been reduced slightly in the PISA 2006.  相似文献   

Inclusive education in Spain: how do skills,resources, and supports affect regular education teachers’ perceptions of inclusion?     

Esther Chiner  Maria Cristina Cardona 《International Journal of Inclusive Education》2013,17(5):526-541

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.  相似文献   

Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case     

Anuar Mohd Yusof  Esther Gnanamalar Sarojini Daniel  Wah Yun Low  Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246

Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology.  相似文献