Increasing comfort,confidence, and competence in technology infusion with learning communities     

Robin Chiero  Lorraine Sherry  Roy Bohlin  Susan Harris 《TechTrends》2003,47(2):34-38

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Linguistically Diverse Children and Educators (Re)Forming Early Literacy Policy     

Tamara Glupczynski Spencer  Lorraine Falchi  María Paula Ghiso 《Early Childhood Education Journal》2011,39(2):115-123

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The Synergistic Effect of Teaching a Combined Explicit Movement and Phonological Awareness Program to Preschool Aged Students     

Deborah Callcott  Lorraine Hammond  Susan Hill 《Early Childhood Education Journal》2015,43(3):201-211

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Preparing at-risk youth for a changing world: revisiting a person-in-context model for transition to employment     

Christopher DeLuca  Lorraine Godden  Nancy L. Hutchinson  Joan Versnel 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):182-200

Background: The current global cohort of youth has been called ‘a generation at-risk’, marked by a dramatic rise in youth who are not in employment, education or training programmes. In 2010, youth were three times as likely as adults to be unemployed, with youth unemployment worsening in 2012 and 2013. Accordingly, there is an urgent need to examine educational structures that can promote greater labour market attachment and successful transition into employment for youth worldwide. Vocational and work-based education (WBE) has been identified as one of the most recommended and promising educational structures for curtailing youth under- and unemployment. However, WBE takes many forms, making it difficult to discern which WBE programme is most likely to meet the diverse needs of any individual at-risk youth. Moreover, there has been a dearth of theoretical conceptualisations to explain WBE as a context that promotes resilience for at-risk youth as they transition into the world of work.

Purpose: The purpose of this paper is to present a revised model for WBE as an enabling context for at-risk youth in transition from school to employment. Specifically, a person-in-context approach is used, situating youth-related facets (e.g. agency) in relation to systemic facets (e.g. political, cultural) to provide a comprehensive theoretical basis for WBE. The revised model maintains three overlapping domains – the individual, the social-cultural and the economic-political – to address a theoretical gap in the literature on transition systems while providing a foundation for practical efforts to prepare at-risk youth for engaging in a changing labour market.

Design and Methods: The model was constructed through a systematic and interdisciplinary integrative literature review that examined empirical, conceptual, policy-based and practice-based literature on at-risk youth transition from school to work. Articles and documents were analysed for both individual and contextual factors that influence transition, in order to contribute towards the development of a robust person-in-context model. Existing models of transition and other systems were also examined that addressed the needs of at-risk youth. A ‘person-in-context’ approach was selected for our model as it enabled representation of both macro- and microcosmic factors that shape effective WBE programming.

Conclusions: The model is organised around three critical domains that were identified as being influential for school-to-work transition: the individual domain, the social-cultural domain and the economic-political domain. Within each of these domains, multiple facets are described that shape youth transition. WBE is positioned at the centre of the model as an educational structure that can attend to the multiple facets that shape engagement in school and work. The paper concludes with an explicit research agenda linked to the model and practical implications for WBE programming.  相似文献   

Using the Standards to Evaluate the Redesign of the U.S. Naturalization Tests: Lessons for the Measurement Community     

Stuart Elliott  Naomi Chudowsky  Barbara S. Plake  Lorraine McDonnell 《Educational Measurement》2006,25(3):22-26

In 2001, the U.S. Citizenship and Immigration Services (USCIS) began the process of redesigning the U.S. naturalization tests due to concerns that the current testing procedure may not be sufficiently uniform, and that the test content may not be appropriate. A National Research Council committee issued recommendations, based largely on the Standards , to ensure that the redesigned tests would be scientifically and politically defensible; however, USCIS chose not to follow much of the committee's advice. This article summarizes some lessons for the measurement community and possible strategies for getting policymakers to pay more attention to the Standards .  相似文献   

Continuing Professional Development of Academic Teachers through Self-initiated Learning     

Lorraine Stefani  Lewis Elton 《Assessment & Evaluation in Higher Education》2002,27(2):117-129

An innovative course for the Continuing Professional Development of Academic Teachers, which obtained teacher accreditation by the Staff and Educational Development Association (SEDA), is described and evaluated. It depended on five principles: it was experiential, problem-based, research-based, open and at a distance. Evaluations were carried out as a case study by one of the course members (LS), through a questionnaire given to all course members, and by an institutional quality assessment. There are also reports by the external examiner and by the Re-Accreditation team of SEDA. As a result, the director (LE) concluded that the course was highly appropriate for academic staff who wish to base their approach to teaching and learning on action research, as was indeed the case for all those who enrolled on the course, but may well be too onerous for others.  相似文献   

LIFE SATISFACTION OF RETIRED PROFESSORS: THE CONTRIBUTION OF WORK,HEALTH, INCOME,AND LENGTH OF RETIREMENT     

Karen A. Conner  Lorraine T. Dorfman  Jean B. Tompkins 《Educational gerontology》2013,39(6):337-347

This study investigates the effects of work, health, income, and length of retirement on the life satisfaction of retired professors. The sample contains 90 professors retired from four midwestern colleges and universities. Results indicate that the life satisfaction of these professors was high. Their life satisfaction was enhanced by an opportunity to continue involvement in selected professional activities when this was desired. Good health and an adequate standard of living also contributed to life satisfaction.  相似文献   

about those few females who scale the heights of school management     

Lorraine Collins 《Equity & Excellence in Education》2013,46(1):19-21

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An ethnographic study of the friendship patterns of international students in England: An attempt to recreate home through conational interaction     

Lorraine   《International Journal of Educational Research》2009,48(3):184-193

This paper reports findings from an ethnographic study into the adjustment experience of a group of postgraduate international students at a university in the South of England. Friendship emerged as a major theme in this study; of particular importance to students was the desire and need to mix with conational friends. This desire was driven by the urge to obtain the comfort offered by shared language, shared heritage and access to instrumental support. It was also informed by fear of discrimination and compounded by an absence of host contact which was a source of deep disillusionment for students. The negative impact of segregated friendship groups on the improvement of linguistic and cultural knowledge was understood, but only a handful of students broke away from the confines of the monoethnic ghetto.  相似文献   

Developing a measurement tool for assessing physiotherapy students’ self-efficacy: a pilot study     

Anne Jones  Lorraine Sheppard 《Assessment & Evaluation in Higher Education》2012,37(3):369-377

The aim of this research was to determine if self-efficacy can be correlated with prior academic achievement and whether self-efficacy can be an outcome measure of education. A self-efficacy instrument was developed and administered to physiotherapy students following completion of their pre-clinical theory experience. The questionnaire results completed by students regarding their self-efficacy were compared with their pre-clinical theory performance prior to clinical placement. Sixteen third-year physiotherapy students completed and returned the self-efficacy questionnaire. Correlation of the self-efficacy questionnaire results with the students’ pre-clinical grade was undertaken with a statistical correlation of 0.55 found between pre-clinical grade and students’ total self-efficacy score. This indicates that self-efficacy measurement is a possible outcome for educational interventions.  相似文献