Boston Public as Public Pedagogy: Implications for Teacher Preparation and School Leadership   总被引：2，自引：2，他引：0  

Linda C. Tillman  James Trier 《Peabody Journal of Education》2013,88(1):121-149

The media play a major role in the construction of popular cultural “texts,” such as films and television programs. These media forms are conceptualized as “public pedagogies”—i.e., as texts that have great potential to teach the public about a wide range of educational issues. This article focuses attention on the representation of teachers and principals in the popular television series Boston Public. Specifically, the authors provide two complimentary accounts of how the representations of teachers and principals can be engaged through critical analyses or “readings.” One account develops a deconstructive reading of how Boston Public treats teacher preparation, teacher competence, and principal leadership. The second account examines how preservice teachers were engaged in multiple readings of the program. The article concludes by suggesting that analyzing popular representations of teachers and educational leaders in film and television can become one important strategy, among others, for developing critically reflective educational leaders and teachers.  相似文献   

Estrategias de evaluacion formativa: concepciones psicopedagógicas y modalidades de aplicación     

Linda Allal 《Infancia y Aprendizaje》2013,36(11):4-22

RESUMEN

El término “evaluación formativa” se refiere al tipo de evaluación empleada por el maestro con el fin de adaptar su acción pedagógica a los procesos y los problemas de aprendizaje observados en los alumnos. En este sentido tiene una función de regulación de los medios de formación del sistema educativo. Se proponen tres etapas de la evaluación formativa: recogida de informaciones relativas a los progresos y dificultades de aprendizaje del alumno; interpretación de estos datos y diagnóstico de los factores que causan las dificultades; y adaptación de las actividades educativas. Se describe la orientación de estas tres etapas desde una perspectiva neo-behaviorista primero, y después desde una perspectiva cognitivista. Asimismo hay distintas modalidades de aplicación de esta evaluación formativa que se describen en detalle: evaluación puntual, regulación retroactiva, evaluación continua, regulación interactiva y modalidades mixtas.  相似文献   

Neighborhoods Matter: The Role of Universities in the School Reform Neighborhood Development Movement     

Henry Louis Taylor Jr.  Linda McGlynn  D. Gavin Luter 《Peabody Journal of Education》2013,88(5):541-563

Where you find distressed neighborhoods, you will also find poorly performing public schools. Yet many contemporary school reform efforts ignore neighborhood-level factors that undeniably impact school performance. The purpose of this study is to use a case study approach with social institutional and urban school reform regime frameworks to demonstrate why school reform and the re-creation and redevelopment of distressed neighborhoods should occur simultaneously. At the same time, researchers will examine the role of higher education in catalyzing partnerships with so-called anchor institutions for the explicit purposes of simultaneously improving neighborhoods and reforming schools. By focusing on a federal Choice neighborhood initiative, the study will not only make the case for connecting school reform and neighborhood development but also present a model that demonstrates how this can happen. The study will also make a strong case for the university's unique role in fostering neo-collaborative structures fit to take on wicked problems of neighborhood distress and urban decline.  相似文献   

Development of a Classroom Environment Scale in Hong Kong     

Linda Croxford 《Educational Research and Evaluation》2013,19(4):317-335

Free-meal entitlement (FME) is being used as a measure of the socio-economic characteristics of Scottish schools for the purposes of target-setting. This article examines the association between FME and the socio-economic circumstances of schools using a national survey of school-leavers. It also evaluates the extent to which FME provides a surrogate for socio-economic status in predicting attainment. It finds that FME is an inconsistent measure of poverty, and is only a partial proxy for socio-economic circumstances. It concludes that school comparisons using FME may give a spurious impression of validity.  相似文献   

A Model for Assessing Higher Order Thinking in Statistics     

Jane M. Watson  Kevin F. Collis  Rosemary A. Callingham  Jonathan B. Moritz 《Educational Research and Evaluation》2013,19(3):247-275

ABSTRACT

As in other areas of the school curriculum, the teaching, learning and assessment of higher order thinking in statistics has become an issue for educators following the appearance of recent curriculum documents in many countries. These documents have included probability and statistics across all years of schooling and have stressed the importance of higher order thinking across all areas of the mathematics curriculum. This paper reports on a pilot project which applied the theoretical framework for cognitive development devised by Biggs and Collis to a higher order task in data handling in order to provide a model of student levels of response. The model will assist teachers, curriculum planners and other researchers interested in increasing levels of performance on more complex tasks. An interview protocol based on a set of 16 data cards was developed, trialed with Grade 6 and 9 students, and adapted for group work with two classes of Grade 6 students. The levels and types of cognitive functioning associated with the outcomes achieved by students completing the task in the two contexts will be discussed, as will the implications for classroom teaching and for further research.  相似文献   

Recent developments in HIV/AIDS prevention for Russian adolescents     

Jan Milton  Linda Berne  Judith Peppard  Wendy Patton  Lynne Hunt  Sue Wright 《Sex education》2013,13(2):175-186

This article reports on the educator qualities that are valued by Australian teachers involved in sexuality education in high schools. Focus groups were conducted with school sexuality education teachers in 19 high schools in five Australian states. Data indicated that teachers valued being trustworthy, being open and honest, being willing to listen, having a sense of humour, and being able to relate to the students, especially being able to relate in a trustworthy and confidential way. Also valued were being comfortable with one's own sexuality, being approachable and being flexible. These qualities are similar to those recommended in the literature in the 1970s and 1980s and correspond closely to the qualities sought by today's high school students. Australian schoolteachers currently enjoy a positive climate for teaching sexuality education, as do many European schoolteachers. This contrasts with the climate for many American teachers where Abstinence Until Marriage programme requirements place many restrictions on what can be taught and may compromise the expression of teacher qualities such as being non-judgemental, flexible, open and honest. The findings have implications for teacher professional development, pre-service teacher education training, and the selection of teachers to teach sexuality education.  相似文献   

Sexual behaviour profiles of HIV-positive youth in the Netherlands     

Linda van der Knaap 《Sex education》2013,13(4):406-420

Young people living with HIV are challenged when it comes to exploring their sexuality. Their sex education is hampered by the fact that their preferences and attitudes towards sexual behaviour are little known about. In this study from the Netherlands, Q-methodology was used to identify sizeable and meaningful sub-groups sharing common attitudes and viewpoints. Thirty of 48 eligible HIV-positive young people aged 12–21 years treated in one of the four Dutch HIV centres rank-ordered 45 statements on the topic. Thereafter, they explained their ranking. By-person factor analysis identified five distinct sexual behaviour profiles (SBPs): (a) safer sex & disclosure to steady partner; (b) motivated by faith and culture; (c) disclosure to good friends, values peer support; (d) conscientious, worries about disclosure and future; (e) self-confident, faith and family are important. Profiles differ in terms of the roles of culture and religion, the influence of family and friends, personal views about disclosure of HIV status, knowing the transmission mode, and viral load. Study results indicate that different approaches to sexual health education are required based on these different orientations. Q-sorts and SBPs may be helpful in discussing sexual behaviour with HIV-positive young people and in developing tailored strategies to meet their interests and needs.  相似文献   

TEACHING ‘OUT-OF-FIELD’ AS A BOUNDARY-CROSSING EVENT: FACTORS SHAPING TEACHER IDENTITY     

Linda Hobbs 《International Journal of Science and Mathematics Education》2013,11(2):271-297

Teaching ‘out-of-field’ occurs when teachers teach a subject for which they are not qualified. The issues around this increasingly common practice are not widely researched and are under-theorised. A qualitative pilot study using teacher interviews in 3 rural schools examined meanings, support mechanisms and teacher identities associated with out-of-field teaching. A thematic analysis isolated factors influencing whether teachers self-assessed their practice and identities as out-of-field. The ‘boundary between fields’ model was developed to emphasise support mechanisms, contextual factors and personal resources that influenced the nature of teachers’ negotiation of subject boundaries and its impact on professional identity. These findings provide insight for policy makers, school leaders and teacher educators into the conditions required for such teaching to be considered learning opportunities.  相似文献   

A European Television History     

Mary Ann Watson Ph.D. 《广播与电子媒介杂志》2013,57(3):546-547

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Communication as Changing the Negotiation Game     

Linda L. Putnam 《Journal of Applied Communication Research》2013,41(4):325-335

This article explores the implications of my research on bargaining and conflict management for formal and informal negotiations. In particular, I focus on ways to differentiate conflict issues, prevent premature closure, engage in conflict framing and reframing, and join together through collective sense making. I urge negotiators to change the name of the game through reaching new understandings and exploring alternative spaces of actions that transform conflicts rather than settle for easy compromises.  相似文献