Development of a competency model and tailored assessment method for high school science teachers utilizing a flipped learning approach     

Barnard  Marie  Dehon  Erin  Compretta  Caroline  Notebaert  Andrew  Sparkmon  Wesley  Meyer  Edgar  Stray  Stephen  Taylor  Juanyce  Sullivan  Donna  Rockhold  Robin 《Educational technology research and development : ETR & D》2020,68(5):2595-2614

Many professional development programs aim to improve student outcomes by enhancing teacher competencies. Effective evaluation of these programs requires a clear delineation of the competencies to be gained. A competency model was developed to evaluate the impact of a teacher professional program that aimed to improve teachers’ ability to effectively implement technologically engaged modules in a flipped classroom setting. Competencies were identified via participatory evaluation techniques and assessments were aligned to the competencies. The competency of teachers in the knowledge, skills, and abilities needed for creation and delivery of effective flipped lessons can be tracked using a radar graph to guide tailored professional development.

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Teacher adaptation to flexible learning environments     

Deed  Craig  Blake  Damian  Henriksen  Joanne  Mooney  Amanda  Prain  Vaughan  Tytler  Russell  Zitzlaff  Tina  Edwards  Marie  Emery  Sherridan  Muir  Tracey  Swabey  Karen  Thomas  Damon  Farrelly  Cathleen  Lovejoy  Valerie  Meyers  Noel  Fingland  Doug 《Learning Environments Research》2020,23(2):153-165

Learning Environments Research - Teaching practices respond to the prompts, resources and inherent potential of a school’s physical, social and cultural landscape. This study involved how...  相似文献   

Cooperative learning in computer-based instruction   总被引：1，自引：0，他引：1  

S. Del Marie Rysavy SSND  Gregory C. Sales 《Educational technology research and development : ETR & D》1991,39(2):70-79

High equipment and materials costs, limited access to computers for instruction in many schools, and the success of cooperative learning strategies in traditional classroom instruction have prompted researchers to examine the potential of cooperative computer-based instruction (CBI). In this article, recent research on cooperative CBI is reviewed and findings related to achievement, patterns of study, social interchange, motivation, and gender are discussed. In addition, guidelines on the implementation of cooperative CBI that have been gleaned from the literature are presented.This paper was prepared with partial support from MECC/University of Minnesota Center for Study of Educational Technology, and presented at the AECT Annual Convention, January 31–February 4, 1990, Anaheim, CA.  相似文献   

The Use of the Five-Factor Model of Personality as a Therapeutic Tool in Career Counseling     

Marie S. Hammond 《Journal of Career Development》2001,27(3):153-165

Many clients requesting assistance in Career Centers are mismatched with their career due to issues of occupational choice. In addition, personality conflicts with co-workers, lack of interpersonal skills, and the individual's personality characteristics can affect vocational success. Theories of personality are incorporated into several theories of vocational choice and development (i.e., Holland, Roe) resulting in some attention to personality. Likewise, client personality can affect the career counselor's ability to intervene effectively to assist the client in making effective career choices and decisions. More direct attention to the impact of personality on an individual's career and vocational success can enable the Career Center to increase the effectiveness of their interventions. This paper will discuss the methods for increasing the effectiveness of career counseling through the use of the Five-Factor Model of Personality into our therapeutic work with clients.  相似文献   

Expanding Dispositions for Literacy: General Educators as Literacy Gatekeepers     

Lesley Nora Siegel  Kristina Marie Valtierra 《Clearing house (Menasha, Wis.)》2017,90(3):93-97

Students with disabilities continue to be denied literacy rich experiences with their non-disabled peers. Throughout this article the authors explore how narrow, ability-focused teacher dispositions can perpetuate low expectations and can preemptively deny students with disabilities access to meaningful literacy experiences. Hence, the development of an inclusive literacy disposition is crucial to providing access to robust learning experiences for students with disabilities. The authors describe a research study that utilizes journal writing and a role-play intervention with pre-service general educators in a graduate literacy methods course. Analysis of post-intervention data suggests it is possible to shift narrow, ability-orientated dispositions to broader and more inclusive conceptualizations that support students with disabilities. Implications for both research and practice are discussed.  相似文献   

The psychometric properties of the Trauma Symptom Checklist For Children (TSCC) in a sample of Swedish children     

Nilsson D  Wadsby M  Svedin CG 《Child abuse & neglect》2008,32(6):627-636

OBJECTIVE: To evaluate the psychometric properties of the Swedish version of the Trauma Symptom Checklist for Children (TSCC) and to study traumatic symptoms in a normative group of Swedish children and adolescents. METHOD: A normative group of 728 children and adolescents age 10-17 and a clinical group of 91 children and adolescents known to have experienced sexual abuse participated in the study. A test-retest procedure was conducted with 79 participants from the normative group. RESULTS: Good reliability such as internal consistency (Cronbach's alpha) for the total scale .94 (ranging in the clinical scales .78-.83) and test-retest for the total scale r=.81 (ranging in the clinical scales .67-.81) were found. The confirmatory 6-factor analysis explained 50.7% of the variance. Other validity measures such as concurrent validity and criterion related validity were also shown to be satisfactory. The normative sample of Swedish children and adolescents showed lower means on the subscales than has been reported in previous studies from a number of other countries. CONCLUSION: The Swedish version of TSCC has been shown to be a screening instrument with satisfactory psychometric qualities that is capable to identify trauma symptoms among children and adolescents who have themselves self-reported experiencing trauma or for whom clinicians have identified traumatic experiences.  相似文献   

Do school context,student composition and school leadership affect school practice and outcomes in secondary education?     

Marie‐Christine Opdenakker  Jan Van Damme 《British Educational Research Journal》2007,33(2):179-206

This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice.  相似文献   

Affinity spaces,literacies and classrooms: tensions and opportunities          下载免费PDF全文

Alecia Marie Magnifico  Jayne C. Lammers  Deborah A. Fields 《Literacy》2018,52(3):145-152

Building communicative competence in textual and multimodal literacies has become a linchpin of learning, of engagement with the world, and of participation in online and blended spaces. Young creators now compose online and with digital tools, often in what we call “user‐generated content affinity spaces” – interest‐based spaces that focus on creating and sharing self‐made content. Such spaces focus on processes of developing users' creations and sharing the products with an audience. These spaces have been inspirations for teachers to reinvigorate classroom practices and expose students to learning opportunities for creation and critique. But questions remain about models of participation in such spaces, especially those that idealise youth who are the most highly engaged while ignoring those whose participation is less visible. Here, we share three experiences of bringing user‐generated content affinity spaces into more formal learning environments and reflect on the tensions emerging from these efforts. We end by outlining steps to develop theory and interventions to navigate tensions and propel the field forward.  相似文献   

Beyond the Bullet Points: Teaching the Bible in Norwegian Upper Secondary Religious Education     

Kirsten Marie Hartvigsen  Kristina Tørresen 《Religious education (Chicago, Ill.)》2020,115(4):413-425

Abstract

This qualitative study examines semi-structured interviews with four Norwegian teachers to explore how they teach biblical texts in upper secondary religious education (RE). The theoretical framework combines one model from biblical hermeneutics with one from RE. The former differentiates between the worlds behind, in, and in front of the biblical text, the latter between the universal, common religious, and religion-specific dimensions of religious narratives. Chief findings: All teachers utilize examples from the reception history of the biblical texts; they thus extend Ricoeur’s notion of the world in front of the text. The common religious aspects of biblical texts are mostly overlooked.  相似文献   

Olfactory cues of appearance affecting impressions of professional image of women     

Ann Marie Fiore Ph.D.  Soyoung Kim M.A. 《Journal of Career Development》1997,23(4):247-263

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