Assessment of Teacher Trainees: the Singapore experience     

Kay Cheng Soh 《Asia-Pacific Journal of Teacher Education》1990,18(2):107-117

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Predicting acceptance of diversity in pre-kindergarten classrooms     

Kay Sanders  Jason Downer 《Early childhood research quarterly》2012

This study examined classroom-level contributors to an acceptance of diversity in publicly supported pre-kindergarten classrooms across 11 states. Classroom composition, process quality, and teacher characteristics were examined as predictors of diversity-promoting practices as measured by the ECERS-R, acceptance of diversity construct. Findings reveal that emotional climate, bilingual classrooms, family poverty levels within classrooms, and Latino teacher ethnicity are predictive of diversity-promoting classrooms; while classroom-level ethnic sameness to teacher prohibits diversity-promoting practices in pre-kindergarten classrooms.  相似文献   

Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms     

Karen Mutch‐Jones  Gillian Puttick  Daphne Minner 《科学教学研究杂志》2012,49(8):1012-1034

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012  相似文献   

Capturing essential understandings of the urban science learning environment     

Gillian U. Bayne 《Learning Environments Research》2012,15(2):231-250

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students?? experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom.  相似文献   

EVALUATION OF A TRUANCY DIVERSION PROGRAM AT NINE AT‐RISK MIDDLE SCHOOLS     

Courtney M. Haight  Gillian V. Chapman  Marisa Hendron  Rachel Loftis  Christopher A. Kearney 《Psychology in the schools》2014,51(7):779-787

Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs.  相似文献   

The Roles and Responsibilities of Kinesiology Regarding Sport     

Sharon Kay Stoll 《Quest (Human Kinetics)》2014,66(3):302-312

This article is a response to the 2013 NAKHE meeting in San Diego, California. The assigned strand was the roles and responsibilities of kinesiology regarding sport. The article is a response of the strand leader, comments from the participants in the strand, and possible solutions to the strand direction.  相似文献   

Editorial     

Kay Livingston 《欧洲师范教育杂志》2014,37(3):259-261

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Gendered educational leadership: beneath the monoglossic façade     

Kay Fuller 《Gender and education》2014,26(4):321-337

Recent gender retheorisation has drawn on Mikhail Bakhtin's literary and linguistic theories of monoglossia and heteroglossia to reconcile seemingly contradictory gender discourses. Thus, girls/women and boys/men as they are biologically sexed might be discussed within a poststructural gender theory discourse that disconnects gender from the body. The concepts of gender monoglossia, gender heteroglossia and polyglossia have been applied here to empirical research into the construction of gendered leadership as it was seen to be done by one woman head teacher. The accounts of members of staff expose heteroglossia in the articulation of their understandings of gendered leadership beneath the construction of a monoglossic façade. They also reveal an understanding of polyglossic simultaneity as the head teacher is observed to ‘switch’ seamlessly between modes of doing gendered leadership depending on context and circumstances. There is also evidence of polyglossic simultaneity in the reports that might lead to the rejection and/or redefinition of gender theory discourses.  相似文献   

An Opportunity,Not a Crisis: How Google Is Changing the Individual and the Information Profession     

Kay Cahill 《图书馆管理杂志》2013,53(1-2):67-75

ABSTRACT

This article explores some of the key impacts that Google and new technologies such as Web 2.0 have had on the way people see information and information professionals and presents the argument that much of what is typically seen as negative about Google is, in fact, positive.  相似文献   

Optimal Results: What Libraries Need to Know About Google and Search Engine Optimization     

Kay Cahill  Renee Chalut 《The Reference Librarian》2013,54(3):234-247

Search engine optimization, or the practice of designing a web site so that it rises to the top of the results page when users search for particular keywords or phrases, has become so prevalent on the modern web that it has a significant influence on Google search results. This article examines the techniques used by search engine optimization practitioners, the difference between “white hat” and “black hat” optimization tactics, and why it is important for library staff to understand these techniques and their impact on search engine results pages. It also looks at ways that library staff can help their users develop awareness of the factors that influence search results and how to better assess the quality and relevance of results listings.  相似文献