How can only 18 black teachers working in Liverpool represent a diverse teaching workforce? A critical narrative     

William Boyle  Marie Charles 《International Journal of Inclusive Education》2016,20(8):871-888

This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4].  相似文献   

Internship: integrating theory and practice     

William Young 《Asia-Pacific Journal of Teacher Education》1995,23(1):97-107

This article describes a number of special features of the internship programme which has been developed at the Southern Cross University (SCU) in collaboration with the North Coast Region of the Department of School Education, the Catholic Education Office with selected primary schools. Arrangements are described for interns’ time spent in classrooms, collaborative teaching strategies which underpin these placements, the security which supports interns’ practice and approaches to integrate their practice with university studies. Processes of appraisal of interns’ development are explained, and the potential of mentoring for their teachers’ professional development is examined. Throughout the article, the congruence of these arrangements with Schools Council recommendations is considered.  相似文献   

Using combinations of video,audio and print to teach French at a distance: A case study of the formative evaluation cycle     

Beryl Crooks  Marie -Noëlle Lamy 《European Journal of Psychology of Education - EJPE》1995,10(2):131-144

The materials, procedures and findings of an evaluation of initial approaches to the use of audio visual media in a course teaching the French language to distance learners are reported as a case study of a formative evaluation. The study illustrates the design-research-revision stages of the formative evaluation cycle. Innovative features of the course were the pivotal role played by audiovisual (videocassette and audiocassette) media in providing resource material for teaching and learning, the use of short sequences for intensive study and the high degree of integration between the audiovisual media and the print. Key teaching design features of the draft audiovisual and print packages were identified and evaluated in terms of students’ reactions to them. Central issues of teaching design are discussed in relation to revisions made to the course materials in the light of the evaluation.  相似文献   

Ecological Mural as Community Reconnection     

Young Imm Kang Song  Jo Ann Gammel 《The International Journal of Art & Design Education》2011,30(2):266-278

Murals are particularly visually captivating forms of public art due to their size and accessibility. Mural images also capture public attention and provoke viewers to explore layers of meaning and find hidden stories. They are often in places that people come to visit, study, play, congregate and discuss matters that may relate to the content of the mural. To this end, murals can be effective tools for helping communities think about their environmental issues. This article discusses the Mystic River mural project in Somerville, Massachusetts, USA. It addresses how the local art councils, mural artists, local students, community members and non‐profit organisations collaborated to carry out this ongoing mural project. The purpose of this research is to examine how Mystic River eco‐murals were created, what challenges and benefits the eco‐murals provided, how local social concerns were represented through the eco‐murals, how eco‐murals can continue to promote environmental awareness and inspire youth about their community and the local environment, and how the mural can continue to reflect or affect the meaning of the place. This process can serve as an example for other communities that seek to address their environmental concerns through public art.  相似文献   

The Effects of a Kit-Based Science Curriculum and Intensive Science Professional Development on Elementary Student Science Achievement     

Betty J. Young  Sharon K. Lee 《Journal of Science Education and Technology》2005,14(5-6):471-481

The science achievement of 226 5th graders from districts that have a kit-based inquiry science curriculum supported by intensive professional development (PD) is compared with data from a group of 173 5th graders from other districts that use nonkit science materials and do not have systematic science PD for teachers. Within the kit-based project, the sample of project teachers is stratified to select teachers with a high number of science PD hours versus those with few hours. While there were no significant differences in the mean total scores for kit-based students with low PD versus high PD teachers, the kit-based classrooms scored significantly higher than students in nonkit classrooms on both the pretest and posttest, though there were significantly more minutes of science instruction in the nonkit classrooms. Finally, nonkit teachers taught more units of shorter length and reported lower levels of preparedness to use reform pedagogical approaches.  相似文献   

Hearing “Quack” and Remembering A Duck: Evidence for Fluency Attribution in Young Children          下载免费PDF全文

Marie Geurten  Marianne Lloyd  Sylvie Willems 《Child development》2017,88(2):514-522

Previous research has suggested that fluency does not influence memory decisions until ages 7–8. In two experiments (n = 96 and n = 64, respectively), children, aged 4, 6, and 8 years (Experiments 1 and 2), and adults (Experiment 2) studied a list of pictures. Participants completed a recognition test during which each study item was preceded by a sound providing either a highly predictive or mildly predictive context in order to make some test items more conceptually fluent. Overall, highly predictive items were recognized at a higher rate than mildly predictive items demonstrating an earlier development of the fluency heuristic than previously observed. The study provides insight into how children develop metacognitive expectations and when they start to use them to guide their memory responses.  相似文献   

Ideas to Enhance Higher Education's Impact on Graduates' Lives; Alumni Recommendations     

Delaney  Anne Marie 《Tertiary Education and Management》2004,10(2):89-105

Based on a recently completed alumnistudy of 522 graduates at a private college inthe northeastern Unites States, this paperpresents a model for designing alumni researchto assess higher education's effectiveness inpreparing graduates for work and life. Resultsrevealed substantial variation in alumnievaluation of their education. While alumnireported a high level of satisfaction with theacademic programme and career preparation,their feedback suggests they seek more fromtheir college experience. Results reveal thatstudents who feel a sense of community are moresatisfied with their overall college experienceand those who are satisfied with their sociallife are more likely to recommend the collegeto prospective students.  相似文献   

The Impact of an SES-Based Model on a College's Undergraduate Admissions Outcomes     

Young  John W.  Johnson  Paul M. 《Research in higher education》2004,45(7):777-797

In Grutter vs. Bollinger, the U.S. Supreme Court ruled that the use of race as one factor, among many in admissions decisions is constitutional. It is not known, however, whether future legal opinions will continue to uphold the use of affirmative action policies. Some have argued that class-based preferences can achieve many of the same goals as in affirmative action while being more likely to withstand legal challenges. To date, no empirical studies have been conducted on the potential impact of a class-based admissions policy if implemented at an undergraduate institution. This paper reports on a study at a selective public college and compares a number of outcomes under three admissions models: the original admissions decisions, a purely academic model, and an socio-economic status (SES)-based model. The findings showed that use of the SES-based model would have led to a more academically qualified class than in the original admitted class while maintaining substantially greater student diversity that was found under the academic model. An admissions policy based on preferences for socio-economically disadvantaged applicants appears to hold promise for other colleges and universities with similar institutional and applicant characteristics. The ideas and research design reported in this paper are based on the doctoral dissertation study of the second author, Undergraduate Admissions Models Incorporating Socioeconomic Factors (Johnson, 2000).  相似文献   

Attendance, schooling quality, and the demand for education of Mexican Americans, African Americans, and non-Hispanic whites     

Marie T. Mora 《Economics of Education Review》1997,16(4):407-418

This study examines the influence of the opportunity costs of school attendance, educational quality attributes, and household socioeconomic status on the educational demand of Mexican Americans, African Americans, and non-Hispanic whites using the 1988–1990 surveys of the National Education Longitudinal Study. Implementing a utility-maximizing framework, educational demand assumes the form of schools' average daily attendance rates and student dropout decisions between the 8th and 10th grades. The basic results suggest that a school's attendance rate is sensitive to educational quality and student characteristics. Moreover, the demand for education measured by student attrition inversely relates to unexplained school attendance, and is positively affected by household socioeconomic status. Some policy recommendations based on the results are discussed.  相似文献   

Continuity of Care,Caregiver–Child Interactions,and Toddler Social Competence and Problem Behaviors     

Karen Ruprecht  James Elicker  Ji Young Choi 《Early education and development》2016,27(2):221-239

ABSTRACT

Research Findings: Continuity of care is a recommended practice in child care intended to promote secure and supportive relationships between infants and toddlers and their caregivers. Toddlers (N = 115) between 12 and 24 months were observed in 30 continuity and 29 noncontinuity classrooms. The average duration of care for toddlers with caregivers was 14 months in the continuity rooms and 5 months in noncontinuity rooms. Toddlers observed in continuity rooms experienced higher levels of interactive involvement with their caregivers and were rated by their caregivers as having fewer problem behaviors compared with the toddlers in noncontinuity rooms. Toddlers in rooms with higher staff–child ratios also experienced more involved caregiving. We did not find evidence that the level of involved caregiving mediated the association between continuity of care and toddlers’ social competence or problem behaviors. Practice or Policy: Continuity of care may be a promising practice for programs that strive to provide high-quality care for infants and toddlers.  相似文献