Accidental Equity: The Status of Women in the Community College     

Barbara K. Townsend  Susan B. Twombly 《Equity & Excellence in Education》2013,46(3):208-217

Community colleges have a high percentage of women students and a higher percentage of women faculty and administrators than do four-year colleges. Yet the extent to which the community college offers an equitable work and study site for women is not clear. The authors seek to determine this by applying to existing literature an adaptation of Hurtado, Milem, Clayton-Pederson, and Allen's framework for examining an institution's climate for diversity. After applying this framework, the authors conclude that women have been an important part of the community college student and employee base since its inception as the junior college, that numerically women are well represented, and that the climate, while not perfect, is relatively good for women. However, they argue that this situation may be due more to accident than to intentional action or behavior on the part of institutional leaders.  相似文献   

Selecting and Implementing Whole School Improvement Models: A District and School Administrator Perspective     

Cheryl Graczewski  Monya Ruffin  Larisa Shambaugh  Susan Bowles Therriault 《Journal of Education for Students Placed at Risk》2013,18(1):75-90

As a growing number of schools and districts are found to be underperforming under the requirements of NCLB, school and district administrators are increasingly searching for research-based whole school improvement programs, including comprehensive school reform (CSR) models and education service providers (ESPs), in order to create dramatic changes and improvements within schools. Limited available research on the effectiveness of these models constrains what education consumers know about how a model will meet the unique needs of a particular school. This article reviews the experience of practitioners who have been through the selection and implementation process of whole school improvement models in order to identify emerging themes that education consumers embarking on this process should consider. During the qualitative data collection process for three Comprehensive School Reform Quality (CSRQ) Center reports, CSRQ staff held phone conversations with school and district administrators. The researchers analyzed 86 of these conversations and grouped them into similar topic areas. Common themes emerged for both the selection process and the implementation of whole school improvement models.  相似文献   

From the Reading Rug to the Play Center: Enhancing Vocabulary and Comprehensive Language Skills by Connecting Storybook Reading and Guided Play     

Susan L. Massey 《Early Childhood Education Journal》2013,41(2):125-131

This article explores the preschool teachers’ use of concrete and abstract comments and questions within the classroom contexts of storybook reading and guided play to promote classroom conversations. Early childhood educators promote oral language development by creating a language-rich environment in which children become active participants in classroom dialogue. Teachers must intentionally plan and scaffold this learning through interactive storybook reading and storybook extensions using props through guided play. This article provides examples of the types of comments and questions that can serve to model and facilitate children’s vocabulary and comprehensive language development and subsequent literacy skills.  相似文献   

The Early Childhood Professional Mentoring Group: A Forum for Parallel Learning     

Victoria I. Puig  Susan L. Recchia 《Journal of Early Childhood Teacher Education》2013,34(4):340-354

  相似文献   

Project work in the graduate classroom: Teachers as students apply skills beyond the classroom     

Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(4):323-330

Abstract

Through the use of a long‐term project in a graduate teacher education course on the importance of play, students learned skills beyond those usually required in a graduate classroom. Students used their understanding and knowledge of play, constructive practice, and project work to develop a family play day at the university lab school. As part of the project, students helped to develop a play‐style instrument that served as a self‐study for their own classrooms as they observed the play among their own students. The project culminated with the students hosting the families of the lab school at a fun day and preparing a brochure that gave families information about the importance of play.  相似文献   

Early literacy standards: What new teachers should know     

Susan Catapano 《Journal of Early Childhood Teacher Education》2013,34(3):223-229

Abstract

Students in early childhood teacher education programs are expected to know, plan curriculum, and teach within several sets of content area, national, state, and local, learning standards. Understanding where these standards originated and why they are important within the context of classroom practice will help new teachers begin their careers aware of their role in helping children become competent in the content‐area standards. At the heart of the standards movement are the early literacy standards, necessary for achieving both reading and language arts competencies and for achieving competency in social studies, science, and mathematics in the K‐12 grades. Understanding and applying the standards, through best practices, can guide teachers in the writing of objectives, development of activities, selection of materials, and the authentic assessment of children's learning within their classroom.  相似文献   

“It Planted the Seeds:” A Retrospective Study of Jewish Family Education's Impact on Families     

Susan Shevitz  Annette Koren 《Journal of Jewish Education》2013,79(3):40-49

Current Theories of Moral Education

If one were to attempt to compare the relationship between modern Hebrew spoken in Israel today to the so-called classical language of the Bible and modern English to its equivalent historical counterpart, the closest (and still not the most accurate) analogy would have to be: Modern Hebrew: Biblical Hebrew is like Modern English: Shakespearian English. In reality, however, the language of Shakespeare is much further removed from contemporary English speakers than the language of the Bible is from speakers of modern Hebrew.  相似文献   

EXPLORING TEACHERS’ KNOWLEDGE AND PERCEPTIONS ACROSS MATHEMATICS AND SCIENCE THROUGH CONTENT-RICH LEARNING EXPERIENCES IN A PROFESSIONAL DEVELOPMENT SETTING     

Susan Gomez Zwiep  Babette M. Benken 《International Journal of Science and Mathematics Education》2013,11(2):299-324

This paper examines upper elementary and middle school teachers’ learning of mathematics and science content, how their perceptions of their disciplines and learning of that discipline developed through content-rich learning experiences, and the differences and commonalities of the teachers’ learning experiences relative to content domain. This work was situated within a larger professional development (PD) program that had multiple, long-term components. Participants’ growth occurred in 4 primary areas: knowledge of content, perceptions of the discipline, perceptions about the learning of the discipline, and perceptions regarding how students learn content. Findings suggest that when embedded within an effective professional development context, content can be a critical vehicle through which change can be made in teachers’ understandings and perceptions of mathematics and science. When participants in our study were able to move beyond their internal conflicts and misunderstandings, they could expand their knowledge and perceptions of content and finally bridge to re-conceptualize how to teach that content. These findings further indicate that although teachers involved in both mathematics and science can benefit from similar overall PD structures, there are some unique challenges that need to be addressed for each particular discipline group. This study contributes to what we understand about teacher learning and change, as well as commonalities and differences between teachers’ learning of mathematics and science.  相似文献   

Attentional Load and the Reproduction of Physical Work     

Donald Siegel  James Johnson  Greg Kline 《Research quarterly for exercise and sport》2013,84(2):146-152

Abstract

The effect of attentional focus on the perception of physical work was examined by using a work reproduction design. Subjects performed a fixed interval of work at either 50 or 75% of their predicted VO₂ max, during which they were required either to solve a continuous flow of arithmetic problems or to perform in an unfilled control condition. On a subsequent trial, without a concomitant attention-demanding task, subjects were asked to reproduce the amount of work that they had previously performed. It was found that individuals in the control condition produced a significantly greater amount of work on the reproduction trial, while those in the attentional focus condition performed about the same amount as on the previous trial. No interaction was found between attentional focus and work load.  相似文献   

Correction to: One Physical Educator's Career Cycle: Strong Start,Great Run,Approaching Finish     

Amelia Mays Woods  Susan K. Lynn 《Research quarterly for exercise and sport》2013,84(2)

  相似文献