Sustaining academic community in the aftermath of tragedy     

Terry M. Wildman 《About Campus》2008,12(6):2-9

Campus recovery from the shootings at Virginia Tech in April has, in part, been supported by a process of community building launched at the institution years ago.Terry Wildman, director of the Center for Excellence in Undergraduate Teaching, explains.  相似文献   

Construct Validity of Self-Reported Metacognitive Learning Strategies     

Jean-Louis Berger  Stuart A. Karabenick 《Educational Assessment》2016,21(1):19-33

Despite their significant contributions to research on self-regulated learning, those favoring online and trace approaches have questioned the use of self-report to assess learners' use of learning strategies. An important rejoinder to such criticisms consists of examining the validity of self-report items. The present study was designed to assess the validity of items to assess 9th-grade students' use of planning, monitoring, and regulation when studying math. To establish response process evidence of construct validity, cognitive interviews were coded to determine whether students' interpretations of the items were consistent with their intended meaning and whether their response choices were congruent with those interpretations. Evidence supported the construct validity of monitoring and regulation items, but to a lesser degree those designed to assess planning. We discuss implications of the evidence for the self-report assessment of learners' use of metacognitive strategies.  相似文献   

IDENTITY AND SCHOOL HISTORY: THE PERSPECTIVE OF YOUNG PEOPLE FROM THE NETHERLANDS AND ENGLAND   总被引：2，自引：0，他引：2  

Maria  Grever  Terry  Haydn  Kees  Ribbens 《British Journal of Educational Studies》2008,56(1):76-94

ABSTRACT:  The article presents the findings from a survey of over 400 young people in metropolitan areas in the Netherlands and England concerning their views on identity and school history. The research explored pupils' ideas about which facets of history were of interest to them, what history they believed should be taught in schools, and their views on the purposes of school history and history in general. The coding of the data made it possible to delineate between those from different ethnic minority backgrounds, boys and girls, age and level of education and first or second generation of migration. The study revealed significant differences between young people's ideas about history and identity, and those advanced by politicians and policy makers in the Netherlands, England and elsewhere. The concluding section of the paper considers the implications of the findings for policy makers in the field of history education in schools.  相似文献   

School Improvement in a neo‐liberal world     

Terry Wrigley 《Journal of educational administration and history》2008,40(2):129-148

This paper uses the concept of paradigm to examine the current state of School Improvement and its relationship to quantitative School Effectiveness studies. It argues that a significant and explicit paradigm change occurred in the early 1990s, resulting in a managerialist approach; a reductionist use of the concept culture; and an inadequate response to the challenges of poverty and under‐achievement. Some arguments are presented to show how this paradigm relates to a broader neo‐liberal context, and an alternative paradigm is outlined.  相似文献   

The role of school psychologists in the assessment,prevention, and intervention of cyberbullying     

Terry Diamanduros  Elizabeth Downs  Stephen J. Jenkins 《Psychology in the schools》2008,45(8):693-704

Many school‐aged children have experienced the cruelty of bullying. The impact and effects of bullying have been described extensively in scholarly literature. Unfortunately, the impact of bullying has also made contemporary headlines with the recent rash of school shootings and other forms of school‐based violence. The current body of students brings an additional threat to bullying. Due to their sophisticated use of technology, today's students are using contemporary delivery systems to taunt, tease, and threaten their classmates. Cyberbullying is the newest form of bullying, and it brings additional challenges for school personnel. Because of the unique aspects of cyberbullying, school psychologists need strategies to guide school communities faced with this threatening behavior. © 2008 Wiley Periodicals, Inc.  相似文献   

Effects of participation in a martial arts–based antibullying program in elementary schools     

Stuart W. Twemlow  Bridget K. Biggs  Timothy D. Nelson  Eric M. Vernberg  Peter Fonagy  Stephen W. Twemlow 《Psychology in the schools》2008,45(10):947-959

This study evaluated the Gentle Warrior Program, a traditional martial arts–based intervention to reduce aggression in children, as it was implemented in three elementary schools. The sample consisted of 254 children in grades 3, 4, and 5 who participated in the Gentle Warrior Program as part of a larger school violence intervention. Results indicated that boys who participated in more Gentle Warrior sessions reported a lower frequency of aggression and greater frequency of helpful bystanding (i.e., helpful behavior toward victims of bullying) over time, relative to boys with less frequent participation. The effect of participation on aggression was partially mediated by empathy. The effect of participation on helpful bystanding was fully mediated by changes in student empathy. No significant results were found for girls. Results of the study provide preliminary support for the use of martial arts–based interventions to address bullying in schools for boys, by teaching empathy, self‐control, and peaceful strategies to resolve conflicts. © 2008 Wiley Periodicals, Inc.  相似文献   

The relationship of time orientation with perceived academic performance and preparation for assessment in adolescents     

Terry Bowles 《教育心理学》2008,28(5):551-565

The purpose of this study was to operationalise a model of time orientation and investigate the variability of its factors based on preparation for assessment and perceived academic performance. Responses from 113 male adolescents (mean age = 16.46 years) and 115 female adolescents (mean age = 16.42 years) to items operationalising an expanded model of the contextual approach to adolescent orientation to the future were analysed using principal component analysis. The results rendered five factors including a past orientation, three present orientation factors (task focus, positive social support, and negative social support), and a future orientation. A series of two‐way ANOVAs showed an association of present and future time orientation with academic achievement. Results also showed that students’ approaches to learning varied mainly as a function of present positive social support and task focus. Students who prepared well for assessment had the highest future time orientation. This research highlights the importance of an elevated present and future time orientation to academic achievement and appropriate preparation for assessment tasks.  相似文献   

Preface     

Stuart S. Blume  Stan N. Finkelstein 《Research Policy》1985,14(4):171

  相似文献   

Assessment matters: In search of the wizard of assessment     

Terry D. Piper 《About Campus》2007,12(5):24-27

At first, the shift in measurement of educational success from bodies in seats to learning outcomes sent student affairs educators at California State University, Northridge, into a panic. Persistence, support, and a clear framework for understanding learning led to the discovery that there was a little bit of assessment wizard in all of them.  相似文献   

Phonemic analysis and reading development: some current issues     

Morag Stuart 《Journal of Research in Reading》2005,28(1):39-49

The first paper published in the Journal of Research in Reading on the topic of phonological awareness ( Schreuder & van Bon, 1989 ) appeared some fifteen years after the seminal paper by Liberman, Shankweiler, Fischer and Carter (1974) , which had demonstrated that there was a relationship between spoken word segmentation ability and reading acquisition. That the field had moved on in those fifteen years is evident in the sophistication of the questions addressed by Schreuder and van Bon. I present here a brief summary of Schreuder and van Bon's paper, and explore how some of the issues they discuss have been developed over the subsequent fifteen years.  相似文献