Teacher Appraisal,Professional Development and School Improvement: a case study     

David Hopkins  Julie Howard  Iain Johnston  Barbara Glover  Sue Woodburn 《School Leadership & Management》2013,33(1):37-53

The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship.  相似文献   

Annual Index Volume 8     

Alison Scope  Janet Empson  Sue McHale  Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320

The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity.  相似文献   

The development of beginning mathematics teacher pedagogical content knowledge     

John K. Lannin  Matthew Webb  Kathryn Chval  Fran Arbaugh  Sarah Hicks  Cynthia Taylor  Rebecca Bruton 《Journal of Mathematics Teacher Education》2013,16(6):403-426

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.  相似文献   

The icelandic educational network: incidents reported as fostering successful use of educational networks     

Unnar Thorsteinsson  Sue Espinoza  Madeline Justice 《Technology, Pedagogy and Education》2013,22(2):233-239

Abstract

Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities  相似文献   

Measuring Jews in Motion     

Zvi Bekerman  Sue Rosenfeld 《Journal of Jewish Education》2013,79(3):196-215

Jewish educators are expected not only to imbue their students with Jewish knowledge but with Jewish feelings and Jewish actions as well—in short, with Jewish identity. However, in spite of a growing understanding among researchers that identity is fluid and dynamic, many of the traditional methods for assessing Jewish identity reflect essentialist concepts of identity that assume Jews and their Jewishness remain unchanging across various contexts. Our intention in this article is to review briefly some of the ways in which traditional methods of studying Jewish identity reveal problematic conceptualizations, and to suggest an alternative that seems to us more in keeping with constructivist concepts of identity.  相似文献   

Smart toys and sophisticated learning tools     

Sue Greener 《Interactive Learning Environments》2013,21(5):549-550

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The Influence Theory: Factors That Influence the Transfer Advising Process     

Alan L. Webb  John A. Dantzler  David E. Hardy 《Community College Journal of Research & Practice》2013,37(7):619-632

The transfer rate from community college to four-year institutions has been dropping for the past 70 years. In the most recent statistics, the national rate of transfer is 23% (Cohen & Brawer, 2008). In the state of Alabama the transfer rate is approximately 4%, and in the rural counties of Alabama the transfer rate hovers around 1%. Many studies have been conducted on the transfer process, but none have focused on the transfer process from a theoretical perspective. Most studies focus attention on disparate pieces of the transfer puzzle. To date, there is no overarching theory of the transfer process that will bring coherence to this field of study. This study views the transfer process through the experience of nine transfer advisors who serve students in 11 community colleges located in rural counties in the state of Alabama. The findings establish a substantive theory that will provide a contextual framework for researchers who wish to study specific features of the transfer process. The Influence Theory establishes five factors that play a prominent role in the transfer advising process: institutional, cultural, contextual, advisor, and student. This article concludes with implications for practice and future research.  相似文献   

Bridge to Teaching—An Accelerated Teacher-Certification Program     

Henri Sue Bynum  Lorraine Coughlin  Edwin R. Massey 《Community College Journal of Research & Practice》2013,37(8):633-634

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Assessment of Early Developing Phonological Awareness Skills: A Comparison of the Preschool Individual Growth and Development Indicators and the Phonological Awareness and Literacy Screening–PreK     

Maura Jones Moyle  John Heilmann  S. Sue Berman 《Early education and development》2013,24(5):668-686

Research Findings: Assessing the development of early literacy skills is necessary in order to identify children with delays, provide appropriate intervention, and monitor progress. The purpose of the current study was to compare the data obtained from 2 curriculum-based assessments of phonological awareness skills in a sample of low-income, urban preschoolers. Participants included 227 children from Head Start and other community-based preschool classrooms located in a midwestern city. The Preschool Individual Growth and Development Indicators (IGDIs) and the Phonological Awareness and Literacy Screening–PreK (PALS-PreK) were administered in the fall and spring of the year. Results suggested that the PALS-PreK was more advantageous than the IGDIs in terms of providing meaningful data for this group of children. The IGDIs appeared to be more appropriate for developmentally advanced preschoolers in this population. Practice or Policy: There remains a critical need for assessments of emergent literacy that are appropriate for diverse groups of preschool children and can feasibly be used for monitoring development.  相似文献   

Classroom behaviour management content in Australian undergraduate primary teaching programmes     

Sue O’Neill  Jennifer Stephenson 《Teaching Education》2013,24(3):287-308

The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models.  相似文献