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   

Focus on implementation     

K. A. Leithwood  H. H. Russell 《Interchange》1973,4(1):10-25

This paper presents a model of the process of implementation of school change. The model has been developed from observation of and interaction with planned changes in a large number of schools, and traces the process through eight stages, from the initial climate for change to full field trials of innovative programs. At each of these stages the contribution of any of a number of components is discussed: the social context in which change occurs, organizational considerations, the role of evaluation, the development of innovative programs, and the role of the teacher, principal, administrator, and academic. The model is presented as a conceptual framework from which implementation strategies may be, and are being, derived for use in implementation of change in the schools.  相似文献   

Assessing Library Customer Interactions and Staff Satisfaction     

Russell Michalak  Monica D. T. Rysavy 《图书馆管理杂志》2019,59(3):314-324

In 2016, two service departments–the office of information technology (OIT) and the academic resource center (ARC) at the college–physically relocated into the library. To ensure consistent customer service and staffing for the ARC, OIT, and library, the departments collaborated to discuss the implications for their new shared space. They decided to use a common online customer service form in Qualtrics to track and assess library customer interactions and staff satisfaction.  相似文献   

The murder of children by fathers in the context of child abuse   总被引：2，自引：0，他引：2  

Cavanagh K  Dobash RE  Dobash RP 《Child abuse & neglect》2007,31(7):731-746

OBJECTIVE: This study examined the backgrounds of fathers who fatally abuse their children and the contexts within which these homicides occur. The type of relationship between victim, perpetrator, and the victim's mother was a particular interest. METHODS: Data were gathered from 26 cases of fatal child abuse perpetrated by fathers derived from the wider Murder in Britain study. Quantitative and qualitative data were collected from extensive prison case files of men serving life sentences for child murder. RESULTS: This was a group of undereducated, underemployed men with significant criminal histories. All except one victim had been subjected to previous violence by the offender, almost three-quarter of whom had also perpetrated violence against their intimate partners (the child's birth mother). Many men had unreasonable expectations and low tolerance levels of normal childhood behaviors, and many appeared jealous and resentful of these young children. All 26 victims were under 4 years of age. Sixty-two percent of the offenders were stepfathers and in only four cases was the perpetrator a birth father married to the birth mother. Stepfathers had more disrupted and disadvantaged backgrounds and experiences than birth fathers. CONCLUSIONS: Findings suggest that fathers who perpetrate fatal child abuse have a propensity to use violence against children in their care and intimate partners, raising questions about the gender dynamics and generational boundaries operating in these families. The nature and type of intimate relationship (whether married or cohabiting) and fathering relationship (whether birth or de facto) were important differentiating factors in these homicides as well as characteristics of the offender. PRACTICE IMPLICATIONS: Professionals working in child protection strive to provide effective services to children and families, ever vigilant to the possibility of the death of a child as a consequence of an assault. By and large, fathers (either biological or de facto) as the perpetrators of such assaults have received minimal attention in both policy and practice. Findings from this study suggest that practitioners need to be cognizant of men's attitudes towards and expectations of fathering (particularly stepfathering) which may present increased levels of risk to both children and intimate partners.  相似文献   

Representations of sound in american deaf literature     

Rosen RS 《Journal of deaf studies and deaf education》2007,12(4):552-565

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Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started     

Deborah Russell Carter  Renee K. Van Norman  Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355

There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares lessons learned and offers practical advice for getting started with PWPBS.  相似文献   

The Color of Discipline: Sources of Racial and Gender Disproportionality in School Punishment   总被引：2，自引：0，他引：2  

Skiba  Russell J.  Michael  Robert S.  Nardo  Abra Carroll  Peterson  Reece L. 《The Urban Review》2002,34(4):317-342

The disproportionate discipline of African-American students has been extensively documented; yet the reasons for those disparities are less well understood. Drawing upon one year of middle-school disciplinary data for an urban school district, we explored three of the most commonly offered hypotheses for disproportionate discipline based on gender, race, and socioeconomic status. Racial and gender disparities in office referrals, suspensions, and expulsions were somewhat more robust than socioeconomic differences. Both racial and gender differences remained when controlling for socioeconomic status. Finally, although evidence emerged that boys engage more frequently in a broad range of disruptive behavior, there were no similar findings for race. Rather, there appeared to be a differential pattern of treatment, originating at the classroom level, wherein African-American students are referred to the office for infractions that are more subjective in interpretation. Implications for teacher training and structural reform are explored.  相似文献   

Associations between socio‐economic status (including school‐ and pupil‐level interactions) and student perceptions of school environment and health in English secondary schools          下载免费PDF全文

Nichola Shackleton  Elizabeth Allen  Leonardo Bevilacqua  Russell Viner  Chris Bonell 《British Educational Research Journal》2018,44(5):748-762

This article examines interactions between school‐level and pupil‐level measures of socio‐economic status for pupil reports of the school environment and a range of risk behaviours and health outcomes. The baseline survey for the INCLUSIVE trial provided data on pupil affluence and pupil reports of the school environment, smoking, drinking, anti‐social behaviour at school, quality of life and psychological wellbeing for over 6,000 pupils (aged 11–12 years) in 40 schools within a 1‐hour train journey from central London. The level of socio‐economic disadvantage of the school was measured using the percentage of pupils eligible for free school meals. Multilevel regression models examined the association between pupil affluence, the socio‐economic composition of the school and the interaction between these with the school environment, risk behaviours and health outcomes. Our findings provide some evidence for interactions, suggesting that less affluent pupils reported lower psychological wellbeing and quality of life in schools with more socio‐economically advantaged intakes. There appears to be a complex relationship for anti‐social behaviour. Where pupil affluence and school socio‐economic composition were discordant, pupils reported a higher number of anti‐social behaviours. This article provides further evidence that less affluent pupils are more likely to engage in a variety of risk behaviours and experience worse health outcomes when they attend schools with more socio‐economically advantaged intakes, supporting some of the mechanisms described in the theory of human functioning and school organisation.  相似文献   

A Comparison of Angoff and Bookmark Standard Setting Methods     

Chad W. Buckendahl  Russell W. Smith  James C. Impara  Barbara S. Plake 《Journal of Educational Measurement》2002,39(3):253-263

This article presents a comparison of simplified variations on two prevalent methods, Angoff and Bookmark, for setting cut scores on educational assessments. The comparison is presented through an application with a Grade 7 Mathematics Assessment in a midwestem school district. Training and operational methods and procedures for each method are described in detail along with comparative results for the application. An alternative item ordering strategy for the Bookmark method that may increase its usability is also introduced. Although the Angoff method is more widely used, the Bookmark method has some promising features, specifically in educational settings. Teachers are able to focus on the expected performance of the "barely proficient" student without the additional challenge of estimating absolute item dificulty.  相似文献   

Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling     

Carmen Mills  Trevor Gale  Stephen Parker  Catherine Smith  Russell Cross 《British Journal of Sociology of Education》2019,40(5):614-630

This article advances current conceptions of teacher activism through an exploration of the social justice dispositions of teachers in advantaged and disadvantaged contexts of schooling. We interrogate the practices of teachers in a government school, with a high proportion of refugee students and students from low socio-economic backgrounds, in a high-fees, multi-campus independent school, and in a disadvantaged Systemic Catholic school to illustrate how Bourdieu’s notion of dispositions (which are constitutive of the habitus) and Fraser’s distinction between affirmative and transformative justice are together productive of four types of teacher activism. Specifically, we show that activist dispositions can be characterised as either affirmative or transformative in stance and as either internally or externally focused in relation to the education field. We argue that the social, cultural and material conditions of schools are linked to teachers’ activist dispositions and conclude with the challenge for redressing educational inequalities by fostering a transformative activism in teachers’ practices.  相似文献