Secondary Science Teachers’ Beliefs and Persistence: A Longitudinal Mixed-Methods Study     

Sissy S. Wong  Julie A. Luft 《Journal of Science Teacher Education》2015,26(7):619-645

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Inclusion Practices in Elementary Physical Education: A Social-cognitive Perspective     

Jihoun An  Karen S. Meaney 《International Journal of Disability, Development & Education》2015,62(2):143-157

This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura’s social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students’ needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher’s behaviours) in GPE were constructed by the dynamic interactions between teachers’ knowledge of disability and motivation to learn about their students (personal factors) and children’s needs and learning goals (environment).  相似文献   

What’s Working in Working Memory Training? An Educational Perspective     

Thomas S. Redick  Zach Shipstead  Elizabeth A. Wiemers  Monica Melby-Lervåg  Charles Hulme 《Educational Psychology Review》2015,27(4):617-633

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Embracing Students as Equal Stakeholders in a Culture of Assessment          下载免费PDF全文

Anthony C. Marziliano  Gina M. LaPan‐Dennis  S. William Zito  Marc E. Gillespie 《Assessment Update》2015,27(1):6-13

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Developing Critical Social Justice Literacy in an Online Seminar     

Elizabeth Bondy  Amy S. Murphy  Rachel Wolkenhauer  Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.  相似文献   

Exemplifying a Continuum of Collaborative Engagement: Raising Literacy Achievement of At-Risk Students in New Zealand     

Judy M. Parr  Helen S. Timperley 《Journal of Education for Students Placed at Risk》2015,20(1-2):29-41

This article reports different ways researchers work with stakeholders in national projects targeted at raising achievement of students. Specifically, New Zealand has a persistent high performance–low equity profile in international tests, with indigenous Māori students and immigrants from the Pacific Islands most at risk of underachievement and of leaving school without qualifications. Policy has aimed to address this issue largely through provision of high-quality professional development to enhance effectiveness of practice. The notion of a continuum of collaboration is proposed; examples are presented that are positioned at different points in terms of the ideal of coconstructed, evidence-based judgments and decisions. The examples represent models or ways of working and the analysis captures both the varied nature of the interface that researchers have with policy makers, ministry officials, deliverers of professional development, and schools, and the affordances and tensions that accompany each model. Student achievement outcomes are identified.  相似文献   

Do men and women perform academic work differently?     

González Ramos  Ana M.  Fernández Palacín  Fernando  Muñoz Márquez  Manuel 《Tertiary Education and Management》2015,21(4):263-276

Tertiary Education and Management - Why is the gender gap so large in researchers’ career progression? Do men and women have different priorities in their academic careers? This study...  相似文献   

Why has there been a decrease in the job satisfaction of faculty at Spanish universities?     

Olaskoaga-Larrauri  Jon  González-Laskibar  Xabier  Díaz-De-Basurto-Uraga  Pablo  Ignacio-Gómez  Patricia 《Tertiary Education and Management》2015,21(4):293-305

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Knowledge sharing through pair programming in learning environments: An empirical study     

R. K. Kavitha  M. S. Irfan Ahmed 《Education and Information Technologies》2015,20(2):319-333

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Faculty and student representations of academic writing at Spanish universities / Las representaciones de profesores y estudiantes sobre la escritura académica en las universidades españolas     

Montserrat Castelló  Mar Mateos 《Cultura y Educación》2015,27(3):477-503

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