University Practicum Supervisors: marching to a different drummer?     

Allan Yarrow  Jan Millwater  Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212

The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter.  相似文献   

Gesture as a window on children's beginning understanding of false belief     

Carlson SM  Wong A  Lemke M  Cosser C 《Child development》2005,76(1):73-86

Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind.  相似文献   

Schools for the deaf and the No Child Left Behind Act     

Cawthon SW 《American annals of the deaf》2004,149(4):314-323

The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed.  相似文献   

Letter from the Editors     

Michael J. Weiss  Julie Edmunds  Stephanie Jones  Fatih Unlu  Beth Boulay  Luke Miratrix 《Journal of research on educational effectiveness》2020,13(1):1-2

  相似文献   

Is Green Tea Really Good for You?     

Stephanie Chiu 《Journal of Food Science Education》2006,5(4):70-71

ABSTRACT:  One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia.  相似文献   

International orientierte höhere Schulen in Deutschland – Zwei Varianten von Internationalität im Wechselspiel von Institution und Schülerbiografie     

Werner Helsper  Heinz-Hermann Krüger  Lena Dreier  Catharina I. Keßler  Stephanie Kreuz  Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725

During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany.  相似文献   

An Exploration of the Relationship Among Teacher Efficacy,Collective Teacher Efficacy,and Goal Consensus   总被引：2，自引：0，他引：2  

Kurz  Terri Barber  Knight  Stephanie L. 《Learning Environments Research》2004,7(2):111-128

This study explored the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Participants included 113 teachers of a high school located in the southwestern USA. During a teacher inservice meeting, teachers completed three surveys that measured the variables under study. Correlational and regression analyses were performed to examine the relationships among individual teacher efficacy, collective teacher efficacy, and goal consensus/vision. Collective teacher efficacy was found to be correlated with all of the other variables examined, but was most highly correlated with goal consensus/vision. Individual teacher efficacy, while related to collective teacher efficacy, was not found to be related to goal consensus/vision. Findings from this study suggest that, because individual teacher efficacy, collective teacher efficacy and goal consensus/vision are related, changing one could have an impact on the others. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Interventions supporting baccalaureate achievement of Latinx STEM students matriculating at 2-year institutions: A systematic review     

Julie P. Martin  Nathan Hyungsok Choe  Jared Halter  Margaret Foster  Jeffrey Froyd  Maura Borrego  Erica R. Winterer 《科学教学研究杂志》2019,56(4):440-464

Numerous national reports have identified the importance of significantly improving pathways that begin with Latinx students enrolling in 2-year institutions and ultimately completing baccalaureate degrees in STEM fields at 4-year institutions. Many programs using multiple interventions have been designed, implemented, and studied to achieve this goal. To synthesize what has been learned from studies of these programs, this article presents a systematic review of published studies of programs designed to support Latinx student success in 2-year institutions and successful transfer to 4-year institutions, particularly for STEM majors. A total of 49 quantitative, 9 qualitative, and 16 mixed-methods studies published as reports, articles, or dissertations since 1980 were identified that met the criteria for the review. Studies covered a wide range of interventions, including mentoring, counseling, advising, study groups, tutoring, scholarships, orientations, career services, undergraduate research, articulation agreements, and transfer programs. Individually, these studies report positive influences on student success outcomes, including 2- and 4-year graduation, transfer to a 4-year institution, retention, and success in individual courses. However, the number of qualifying studies was surprisingly small, considering the importance of improving success of Latinx students and the length of time during which the problem has been repeatedly emphasized. Few interventions have been undertaken from explicitly assets-based perspectives or theoretical frameworks. The lack of explicit frameworks underlying interventions—combined with a sole/primary focus on students—suggests many interventions were approached from a deficit-based perspective. Further, the study found no pattern of replication studies that might confirm effectiveness of potentially promising interventions. Based on our analysis of evaluations presented in the studies, it does not appear that the research community has developed agreed-upon methods to evaluate commonly agreed-upon outcomes. Finally, no intervention has been sufficiently supported that widespread implementation could be recommended.  相似文献   

“‘I Was Gonna Go Off,but My Best Friend is White.”: Hispanic Students’ Co-Cultural Reasoning in a Hispanic Serving Institution     

Amy Aldridge Sanford  C. Kyle Rudick  Keith Nainby  Kathryn B. Golsan  Stephanie Rollie Rodriguez  Christopher J. Claus 《Communication quarterly》2019,67(2):158-177

The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices.  相似文献   

American economic history: A dictionary and chronology     

Stephanie J. H. McReynolds 《Journal of Business & Finance Librarianship》2017,22(1):71-73

  相似文献