Supervision and evaluation: The Wyoming perspective     

Bret G. Range  Susan Scherz  Carleton R. Holt  Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265

The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys, a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors. Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore, principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’ unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision, principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans truly remediated poor teachers.  相似文献   

What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics     

Barbara Purdum-Cassidy  Suzanne Nesmith  Rachelle D. Meyer  Sandi Cooper 《Journal of Mathematics Teacher Education》2015,18(1):79-99

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‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

Organizational identity challenges in a post-merger context: A case study of an information system implementation project     

Dragos Vieru  Suzanne Rivard 《International Journal of Information Management》2014

This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one.  相似文献   

Implementing a Constructivist Approach in Higher Education with Early Childhood Educators     

Linda J. Bufkin  Suzanne Bryde 《Journal of Early Childhood Teacher Education》2013,34(2):58-65

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Academic outcomes from between-class achievement grouping: the Australian primary context     

Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73

Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century. Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students, the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage for students.  相似文献   

ESSAY REVIEW     

Suzanne C. Toton 《Religious education (Chicago, Ill.)》2013,108(3):478-493

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Implications of Cognitive Psychology for Measurement and Testing: Assessing Students' Knowledge Structures     

Suzanne Lane 《Educational Measurement》1991,10(1):31-33

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Preschool writing and premathematics predict Grade 3 achievement for low-income,ethnically diverse children     

Louis Manfra  Christina Squires  Laura H. B. Dinehart  Charles Bleiker  Suzanne C. Hartman  Adam Winsler 《The Journal of educational research》2017,110(5):528-537

The present study was designed to explore the association between preschool academic skills and Grade 3 achievement among a sample of ethnically diverse children from low-income families. Data were collected from a sample of 1,442 low-income, ethnically diverse children in preschool and associated with Grade 3 achievement in reading and mathematics 4 years later. Mixed-effects modeling indicated that preschool skills significantly predicted Grade 3 achievement measures while controlling for various child-level factors and random school effects. While several preschool factors were predictive of Grade 3 achievement, writing/copying and counting/premathematics skills were consistently strong predictors of Grade 3 achievement across all measures and domains suggesting these are important foundational skills for academic success in midelementary school among low-income, ethnically diverse children. Findings also replicate studies demonstrating that writing plays an important role in learning and achievement. Findings have implications for early education policy and practice intended to support academic development among low-income, ethnically diverse children.  相似文献   

Model order reduction using response-matching technique     

S. Mukherjee  Satakshi 《Journal of The Franklin Institute》2005,342(5):503-519

A method for model order reduction is proposed using response-matching technique. The step and impulse inputs have been considered. All types of pole configurations in the original high-order and reduced low-order system are included in this paper like real, complex and repeated. The proposed method is comparable in quality with similar existing methods and is capable of generating a reduced-order model with a desired pole pattern.  相似文献