A Multidisciplinary,Team-Based Teleconsultation Approach to Enhance Child Mental Health Services in Rural Pediatrics     

Kate Margolis  Kimberly Kelsay  Ayelet Talmi  Heidi McMillan  M. Cecile Fraley  John F. Fred Thomas 《Journal of educational and psychological consultation》2018,28(3):342-367

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Teachers’ Lives in Context: A Framework for Understanding Barriers to High-Quality Teaching Within Resource Deprived Settings     

Kate Schwartz  Elise Cappella  J. Lawrence Aber 《Journal of research on educational effectiveness》2019,12(1):160-190

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed.  相似文献   

Marketing for the Teaching Artist     

Kate Trammell 《Teaching Artist Journal》2016,14(4):195-198

As teaching artists enter the field of arts education, they are faced with the challenge of distinguishing themselves in the job search—developing a digital presence is one great way to stand out. After conducting thorough research into their local markets, teaching artists can set long-term career goals while honing online content for a specified audience.  相似文献   

Taxisin Aplysia dactylomela (Rang, 1828) to water-borne stimuli from conspecifics     

I. Izja Lederhendler  Kate Herriges  Ethel Tobach 《Learning & behavior》1977,5(4):355-358

Sixteen reproductively matureAplysia dactylomela were observed in a unidirectional stream under each of four conditions: sea water only, one sea hare, six sea hares, and a copulating sea hare pair. Streams containing conspecific stimulation were significantly more effective in eliciting a positive taxis towards the stimulus source. A copulating pair was not different from one or six animals in producing the approach. The sea hares showed a distinct final head orientation to six sea hares when compared with sea water only; final orientation did not differ in any other comparison.  相似文献   

Presidential Address Go to the Principal's Office: Toward a Social History of the School Principal in North America     

Kate Rousmaniere 《History of education quarterly》2007,47(1):1-22

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Creating Peace by Confronting Prejudice: Examining the Effects of a Multicultural Communication Skills Group Intervention     

Eve M. Adams  Michael Waldo  Robert Steiner  Robert Mayfield  Stacy J. Ackerlind  Luisa P. Castellanos 《International journal for the advancement of counseling》2003,25(4):281-291

This study investigated the effects of a Multicultural Relationship Enhancement Workshop on American education majors' ability to confront prejudice in order to create more peaceful communities in school settings. Due to the diverse group membership, participants were provided an opportunity to practice communication skills in a multicultural context that emphasized a social justice perspective. A repeated measures design with random assignment of participants to experimental (n = 26) and wait-list control (n = 22) groups was employed. Participants were studied at three different points in time, in five-week intervals, with the experimental group participating in the workshop during the first five-week interval and the control group receiving the treatment during the second five-week interval. The repeated measures analysis of variance revealed significant time by treatment interaction effects between Times 1 and 2 on a measure of communication skills in multicultural situations. The intervention is discussed in the context of policies that promote cultures of peace.  相似文献   

Coming to know and understand alternative assessment in science     

Daniel P. Shepardson  Paul E. Adams 《Journal of Science Teacher Education》1996,7(4):267-282

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Evaluating the quality of peer and self evaluations as measures of student contributions to group projects     

Mary Sprague  Kate F. Wilson 《高等教育研究与发展》2019,38(5):1061-1074

ABSTRACT

Educators in higher education commonly use peer and self evaluations to help assess student performance on group projects. Although these evaluations provide multiple benefits, many educators are wary of using them due to concerns about their quality. This study addresses three questions debated in the literature regarding the quality of these assessments. How much do students differentiate among peer contributions through their ratings? How reliable are peer ratings? How much agreement exists between peer and self ratings? Although these questions have been addressed to varying degrees in past work, their answers have been far from settled. While many studies focus on just one of the questions, this study’s data make it possible to address all three questions for the same group of students as well as examine each question by student performance level. The evaluations assessed in this study were completed by a large number of students under conditions associated with obtaining more valid and reliable ratings. Overall, the results provide support for using peer and self evaluations to help assess student contributions to group projects. Peer ratings were largely reliable as group members generally agreed on the scores given to their peers. In addition, most students differentiated among group member contributions through their ratings. Students also tended to rate themselves higher than their peers rated them. This study has implications for how peer and self evaluations can be most effectively used by educators to measure student performance in group work.  相似文献   

Learning to Teach Offshore: Pre-Departure training for lecturers in transnational programs     

Kate Gribble  Christopher Ziguras 《高等教育研究与发展》2003,22(2):205-216

The internationalisation of higher education in Australia over the past two decades has brought about dramatic changes in Australian universities. Growing numbers of international students have enrolled in Australian universities and the number of students studying offshore has also increased dramatically. While considerable material has been published on the ramifications of the increased numbers of onshore international students studying at Australian universities, there is relatively little published research on the specific challenges facing academics participating in offshore programs. The aim of this project was to examine the current pre-departure cross-cultural training taking place in the business faculties of three Australian universities in order to gain a better understanding of the adequacy of the support given to Australian academics teaching offshore. Twenty staff involved in offshore education were interviewed as part of this project, including academics with considerable offshore teaching experience, senior academic managers and cross-cultural trainers. While these institutions engage in little formal preparation for offshore teaching, a great deal of informal mentoring and briefing is taking place. We consider the implications of the new quality assurance framework for Australian universities, which requires that institutions be able to demonstrate the ways in which they ensure the quality of teaching and learning. Under this new system, universities are bound by the Australian Vice Chancellors' Committee's guidelines for the provision of education to international students. It appears that Australian universities will need to establish more formal mechanisms to ensure that offshore staff are adequately prepared for offshore teaching posts.  相似文献   

Self-regulatory climate: A positive attribute of public schools     

Curt M. Adams  Jordan K. Ware  Ryan C. Miskell  Patrick B. Forsyth 《The Journal of educational research》2016,109(2):169-180

This study contributes to the development of a positive framework for effective public schools in 2 ways. First, it advances the construct self-regulatory climate as consisting of 3 generative school norms—collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis. The authors argue these norms signal a school climate supportive of student psychological needs. Second, they test the predictive validity of self-regulatory climate by empirically examining its relationship with school performance. Results of structural equation modeling support the theory that collective faculty trust in students, collective student trust in teachers, and student-perceived academic emphasis combine to form a self-regulatory climate that has positive consequences for urban school performance.  相似文献