Women in management performance & instruction. Exploring the role of the management trainer in expanding this elite society     

Margo Murray-Hicks  Julie O'Mara 《Performance Improvement》1980,19(7):7-13

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Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession?     

Marjon Bruinsma  Ellen P.W.A. Jansen 《欧洲师范教育杂志》2010,33(2):185-200

This study investigated 198 pre‐service teachers’ intrinsic and extrinsic motivation for becoming teachers and focused on the distinction between adaptive motives, which promote lasting and effective engagement, and maladaptive motives, which promote superficial engagement. We examined the relationships with teacher self‐efficacy, the quality of the teacher training programme, classroom teaching experiences and the time pre‐service teachers expect to spend in the profession. The analyses indicated that female pre‐service teachers and pre‐service teachers with higher prior ability showed more intrinsic adaptive motives. Intrinsic adaptive motives were positively related to the quality of the teacher training programme and the classroom teaching experiences. Pre‐service teachers with positive teaching experiences indicated greater teacher self‐efficacy. Pre‐service teachers with extrinsic maladaptive motives indicated having had negative teaching experiences and they intended to remain in the profession for shorter periods. Teacher self‐efficacy was positively related to the amount of time pre‐service teachers intended to remain in the profession.  相似文献   

Teaching Students with Emotional and Behavioral Disorders to Self-advocate through Persuasive Writing     

Yojanna Cuenca-Sanchez  Margo A. Mastropieri  Thomas E. Scruggs  Julie K. Kidd 《Exceptionality》2013,21(2):71-93

We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the intervention. Students in the experimental groups received instruction on how to plan and write persuasive essays, were trained on self-determination skills, and were taught how to use persuasive writing to self-advocate. Students in the comparison condition received writing instruction with the established school writing curriculum. Instruction for both groups lasted 33 days, four days a week during 30-minute sessions. Experimental students significantly outperformed comparison students at posttest in all the persuasive essay-writing components assessed, in their ability to recall the parts of a persuasive essay, in the self-efficacy measure, and on self-determination knowledge. Experimental students were able to maintain gains in almost all writing measures and were able to generalize to content areas, although comparison students slightly increased in number of words. Student and teacher interviews revealed an overall satisfaction with SRSD procedures and the results.  相似文献   

Inside multi-disciplinary science and engineering research centers: The impact of organizational climate on invention disclosures and patents     

Emily M. Hunter  Sara Jansen Perry  Steven C. Currall 《Research Policy》2011,40(9):1226-1239

Much past research on commercialization activities by university scientists and engineers has focused on the role of resources in the extra-organizational commercialization environment, such as the availability of venture capital funding. By contrast, our theoretical and empirical interest was in intra-organizational dynamics impacting the context in which scientists and engineers work. Drawing upon organizational psychology literature on the construct of organizational climate, we posited that researchers working in an intra-organizational climate that supports commercialization and encourages intra-organizational boundary-spanning will be more likely to produce invention disclosures and patents. Our data from 218 respondents at 21 engineering research centers was both multi-method (i.e., qualitative data from interviews, longitudinal archival data, and survey data) and multi-level. Our results showed that an organizational climate characterized by support for commercialization predicted invention disclosures one year later and an organizational climate characterized by boundary-spanning predicted patent awards two years later.  相似文献   

The pupils’ view of electricity     

Heidy Wienekamp  Walter Jansen  Hilke Fickenfrerichs  Renate Peper 《International Journal of Science Education》2013,35(3):281-286

Chemistry lessons were observed in the 8th grade of two West German schools over a period of a term. Boys received more attention from the teacher than girls. They were called on more often and they spontaneously gave their opinions more frequently. An equal proportion of girls’ and boys’ replies were praised and encouraged, but this meant that boys received more praise and encouragement in absolute terms. Teachers should be made aware of the problematic nature of their own behaviour, so that they can remove the discrimination against girls in chemistry education.  相似文献   

Comparative and international education in initial teacher education: an Irish case study     

Margo O'Sullivan 《Irish Educational Studies》2013,32(3):241-251

Since the late 1980s and early 1990s, Comparative and International Education (CIE) has almost disappeared from the curricula of teacher education colleges in Ireland, the United Kingdom and the United States. Yet, CIE is experiencing a revival at postgraduate level. This article will explore the reasons for this dichotomy and the decline of CIE in initial teacher education. It will use findings from a research study in an Irish teacher education college to inform this exploration. The author initiated, developed, and offered a CIE course to final year BEd (n=24) students in 2003 and again in 2005. This article will use data gathered during the latter course to explore CIE for undergraduate trainee teachers, considering students’ motivation for choosing to study CIE, their perceptions of CIE, and their beliefs about how it may enhance their professional practice in classrooms. It will explore, in particular, a significant finding that emerged from the study – the potential of CIE in developing student teachers’ capacities to teach in multicultural classrooms.  相似文献   

The relationship between perceived competence and earned credits in competence-based higher education     

J.C. Kamphorst  W.H.A. Hofman  E.P.W.A. Jansen  C. Terlouw 《Assessment & Evaluation in Higher Education》2013,38(6):646-661

We explored how two types of study outcomes, perceived competence and earned credits, are interrelated, and influenced by self-regulation, motivation (intrinsic value and expectancy of procrastination) and deep approach to learning. The relationships between these variables were analysed in a sample of 894 first-year Dutch university students, using linear structural modelling. Results show that learning process factors play other roles in explaining perceived competence than in explaining earned credits. Perceived competence and earned credits, as two sides of the same coin in competence-based education, are only weakly related. Furthermore, this study shows that it is most likely that perceived competence affects earned credits, but a model in which earned credits affects perceived competence as possible causal relationship was also accepted, although the relationship remains weak. The practical implication of this study is that, as long as perceived competence and the number of credits are not related, competence-based higher education will not obtain optimal efficiency. For participants and researchers in higher education, it remains important to be aware that different learning goals may evoke different study behaviours in students, and the challenge for higher education is to align these goals.  相似文献   

Plantwise knowledge bank: delivering plant health information to developing country users     

Margo C. LEACH  Shaun L.A. HOBBS 《Learned Publishing》2013,26(3):180-185

The Plantwise knowledge bank is an open access, online resource that provides information to users involved in plant health systems in the developing world. The challenge was to deliver dependable information that could serve users with widely differing needs and understanding and to get actionable knowledge to subsistence farmers in particular. This was met by bringing together resources across CABI, particularly by supplementing core publishing capabilities with the knowledge, skills and understanding of the internationally based scientific staff and their network of collaborators. An iterative development process, with scoping, wireframes and prototype delivery, was undertaken with constant feedback from global users. Content needed to be repurposed from CABI's own databases, brought in from international partners and freshly created, and then delivered to each user in a structure that was easy to navigate and had easy‐to‐use tools to add value. The product has been widely well received and ongoing development will be guided by lessons learned and new requirements as the Plantwise programme expands.  相似文献   

Social-Emotional Development,School Readiness,Teacher–Child Interactions,and Classroom Environment     

Sherryl Scott Heller  Janet Rice  Allison Boothe  Margo Sidell  Krystal Vaughn  Angela Keyes 《Early education and development》2013,24(6):919-944

This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, &; B. K. Hamre, 2008 Pianta , R. C. , La Paro , K. M. , &; Hamre , B. K. ( 2008 ). Classroom Assessment Scoring System (CLASS) manual, Pre-K . Baltimore , MD : Brookes . [Google Scholar]) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.  相似文献   

The effects of formative assessment pre-lecture online chapter quizzes and student-initiated inquiries to the instructor on academic achievement     

Judith C. Stull  Matthew L. Bernacki  Susan Jansen Varnum  Joseph P. Ducette 《Educational Research and Evaluation》2013,19(4):253-262

This study's goal was to quantify the effects pre-lecture online quizzes and student-initiated inquiries to the instructor, either virtually or in person, had on students' achievement. Pre- and post-course tests were also implemented to an experimental and a comparison section of the same course. The number of electronic administrative contacts was positively related to achievement, and the number of in-person contacts was negatively related. The number of quizzes taken in the first section of the course was positively related, while the number of quizzes taken in subsequent sections of the course was not related, nor was quiz performance. Perhaps providing the opportunity to take the quizzes prompted the students to become involved in the course earlier on, thus establishing a sound basis for the following material. Complementing traditional teaching methods was not intrusive to highly structured course content already in place.  相似文献