Multicultural Education for Preservice Teachers     

Roger G. Olstad  Clifford D. Foster  Richard M. Wyman Jr. 《Equity & Excellence in Education》2013,46(1-6):137-139

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TRENDS RESHAPING COLLEGES     

Dale F. Campbell  Roger C. Peek 《Community College Journal of Research & Practice》2013,37(9):695-700

The annual Community College Futures Assembly is usually a trend-setting experience and this year was no exception. This special issue highlights lessons learned from the institutions who competitively presented and broke new ground at the 2002 Assembly. The theme, Trends in the New Economy , was evident in each presentation and the vehicle of web-casting demonstrated how the community college could be reshaped by technology. Attendees were introduced to the ideas reshaping the new economy by the keynote speaker Britt Beemer and the Bellwether Finalists presented viable examples of college adaptation to these reshaping trends. Important pre-assembly workshops introduced innovative concepts relating to the future of community colleges, including access to baccalaureate degrees. The stimulating presentations, enthusiastic camaraderie, and great meals set the stage for all attendees to take home trend-setting information to their institutions and communities. This introduction focuses on the experience of attending the 2002 Community College Futures Assembly. Approximately 200 community college trustees, presidents, vice-presidents, deans, faculty members, and other decision makers representing 25 states attended the Assembly which was held in Orlando, Florida. The Assembly is sponsored annually by the Institute of Higher Education (IHE), University of Florida (UF) and cosponsored this year by Dell Computers, Saville & Holdsworth, and the numerous organizations identified in this introduction. The assembly has provided quality learning experiences since 1995 and is proud to be an independent national policy forum recognized by the Association of Community College Trustees for its Trustee Education Recognition Program.  相似文献   

Preparation never ends: Sustaining a mentorship model in early childhood teacher education     

Roger Brindley  Pam Fleege  Stephen Graves 《Journal of Early Childhood Teacher Education》2013,34(1):33-38

Abstract

This paper documents the development of a mentorship project for both inservice and preservice early childhood teachers. This mentorship model was conceived by university faculty who were concerned that developmentally appropriate practice was fast becoming a casualty of the present accountability reform in education, and distressed by the disconnect between the university and the prek‐grade three classroom. The first two years of the model are described with particular emphasis placed on the second year efforts to increase the interaction of preservice and inservice teachers. Central to these efforts has been the two‐way communication resulting from video mentorship, and this paper documents the reactions of the stakeholders to this initiative. The paper closes by discussing the challenges that lie ahead as the mentorship model continues to evolve.  相似文献   

Transitioning to the classroom: reflections of second‐career teachers during the induction year     

Roger Brindley 《Teachers and Teaching》2013,19(5):577-594

In recent years teacher educators have witnessed an increase in the number of alternative pathways to university‐based teacher education for prospective teachers. One option is for second‐career teachers to enter post‐baccalaureate programs in education; however, the experiences of second‐career teachers are largely unexplored in the international literature. The purpose of this study was to investigate the teaching beliefs that post‐baccalaureate students brought into a graduate level teacher certification program, and the extent to which those beliefs persevered or changed during their first year of teaching. Written philosophy statements and semi‐structured interviews from the three participants were analyzed to identify emerging themes. Outcomes, presented in the form of vignettes, suggested that second‐career teachers experienced many of the same contextual pressures as baccalaureate teachers and struggled adapting to the teaching profession and implementing their stated teaching beliefs. Implications include continued research on second‐career teachers as they represent a distinct population entering the teaching profession.  相似文献   

Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

Life versus death in the later criticism of F. R. Leavis     

Roger C. Poole 《Culture, Theory & Critique》2013,54(1):112-141

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Paying back student loans: Demographic,human capital and other correlates of default and repayment difficulty     

Roger Pizarro Milian  David Zarifa  Brad Seward 《Higher Education Quarterly》2021,75(1):77-97

Government‐sponsored student loans have emerged over the decades as a primary method of financing post‐secondary education across most North American jurisdictions. Despite this, the empirical literature examining the correlates of repayment difficulty and default in Canada has remained stagnant in recent years. This study taps into an underutilised data source—the 2013 National Graduates Survey—to examine the relationship between demographics, human capital, borrowing behaviour and other known predictors and repayment difficulty. Our logistic regression models demonstrate that disability status, geographic region and borrowing behaviour are correlated with loan default and repayment difficulty, while failing to verify the existence of other demographic effects routinely found in the existing literature. We discuss the implications of these findings, along with multiple avenues for further empirical work on this topic within Canada.  相似文献   

Interactionist Sociology of Education     

Roger Fielding 《British Journal of Sociology of Education》1984,5(1):89-95

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Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects          下载免费PDF全文

Rebecca D. Taylor  Eva Oberle  Joseph A. Durlak  Roger P. Weissberg 《Child development》2017,88(4):1156-1171

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

Why Foucault? New directions in educational research – By Peters,Michael A & Besley,Tina     

Roger Lindsay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):758-759

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