Building Partnerships to Hear Freedom's Heroes Within Our Community     

Bernadette Anand  Michelle Fine  Tiffany Perkins  David Surrey 《History of education quarterly》2004,44(1):113-119

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Measuring teachers’ knowledge of vocabulary development and instruction     

Annie Duguay  Dorry Kenyon  Erin Haynes  Diane August  Tiffany Yanosky 《Reading and writing》2016,29(2):321-347

This article describes the development of an instrument to measure teachers’ knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include vocabulary acquisition. While a few studies have measured teacher knowledge of reading, there are no known instruments for measuring teachers’ knowledge of vocabulary development and instruction. However, vocabulary is a crucial determinant of reading comprehension and content area knowledge, particularly for English learners (Graves, August, & Mancilla-Martinez, 2013). Statements about vocabulary development and instruction were gathered from foundational texts, reviewed by subject matter experts, and researched in cognitive labs for possible inclusion as items in the TKVS. The survey’s 52 statements comprise 6 categories, including one section on vocabulary development, four sections on instruction, and one section on instruction specifically for English learners. Ratings of item difficulty by subject matter experts were then used to distinguish three levels of teacher knowledge of vocabulary: emergent, intermediate, and expert. Fifty teachers completed the TKVS, and their performance was found to correlate with the experts’ predicted difficulties of the items. Initial analyses provide evidence for the content and construct validity of the TKVS as a measure of teacher knowledge of vocabulary development and effective instruction. The discussion considers implications for the use of the instrument, including as a needs assessment or guide for professional development for both preservice and inservice teachers.  相似文献   

Mobile agency and relational webs in women’s narratives of international study     

Anderson  Vivienne  Cone  Tiffany  Rafferty  Rachel  Inoue  Naoko 《Higher Education》2022,83(4):911-927

Higher Education - Internationalisation and forced migration are rarely thought about as related phenomena in higher education (HE) literature. Internationalisation is associated with movement,...  相似文献   

Seven Years After the Call: Students’ and Graduates’ Perceptions of the Re-envisioned Ed.D.     

Ron Zambo  Debby Zambo  Ray R. Buss  Jill A. Perry  Tiffany R. Williams 《Innovative Higher Education》2014,39(2):123-137

Given continued confusion about the Ed.D.degree, universities affiliated with the Carnegie Project on the Education Doctorate (CPED) have re-envisioned it using a set of guiding principles and design features. In this study, we investigated why students and graduates chose to pursue the Ed.D., what and how they learned, how they viewed themselves, and whether they perceived their programs to be aligned with CPED’s principles. Data were collected from 296 participants at 14 CPED institutions using an online survey. Results indicated respondents agreed that their programs were aligned with CPED principles, helped them meet their professional and personal goals, and developed them as scholarly practitioners.  相似文献   

Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization     

Adriana J. Uma?a‐Taylor  Stephen M. Quintana  Richard M. Lee  William E. Cross Jr.  Deborah Rivas‐Drake  Seth J. Schwartz  Moin Syed  Tiffany Yip  Eleanor Seaton  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):21-39

Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.  相似文献   

Flip This Classroom: A Comparative Study     

Tiffany Unruh  Michelle L. Peters  Jana Willis 《学校用计算机》2016,33(1):38-58

Abstract

The purpose of this research was to compare the beliefs and attitudes of teachers using the flipped versus the traditional class model. Survey and interview data were collected from a matched sample of in-service teachers representing both models from a large suburban southeastern Texas school district. The Attitude Towards Technology Scale, the Frequency of Involvement in Technology Scale, the Technology Comfort Scale, and the Technology and Teaching Efficacy Scale were administered to compare the beliefs and attitudes of teachers. Additionally, one-on-one interviews further explored the teacher beliefs and attitudes associated with the impact of technology on student engagement. Findings suggest that flipped classroom teachers have higher technology and teaching efficacy, greater comfort levels using technology, higher frequency of involvement in technology, more positive attitudes toward technology, and greater levels of student engagement.  相似文献   

Trump,trans students and transnational progress     

Tiffany Jones 《Sex education》2018,18(4):479-494

Abstract

The Trump Administration’s attempts to rescind trans students’ domestic legislative protections is part of a new period of backlash against trans rights progress globally. This article examines the USA’s changing role concerning trans students in education policy and rights progress internationally. It outlines developments in transnational policy for trans students. It contextualises US leadership in this policy area, particularly US President Obama and US President Trump’s use of executive powers. It considers theoretical conceptualisations of trans rights ‘progress’ using the work of queer and trans theorists, before analysing data from 60 interviews with key informants participating high-level global networking for trans students’ rights, documenting how stakeholders characterise recent US contributions. Several informants identified a period of ‘progress’ in trans rights during the Obama Administration, but others were more sceptical of such claims and critical of recent policy change by the US Government’s Trump Administration. Alternative models for Northern and Southern engagement in global networking for trans students’ rights are outlined and discussed.  相似文献   

Revising the Online Classroom: Usability Testing for Training Online Technical Communication Instructors     

Joseph Bartolotta  Tiffany Bourelle  Julianne Newmark 《Technical Communication Quarterly》2017,26(3):287-299

ABSTRACT

This article reports on an effort by the authors to use usability testing as a component of online teacher training for their multimajor technical communication course. The article further explains the ways in which program administrators at other institutions can create their own usability testing protocols for formative online teacher training in course design and in principles of user-centered design.  相似文献   

‘Swallow your pride and fear’: the educational strategies of high-achieving non-traditional university students     

Billy Wong  Yuan-Li Tiffany Chiu 《British Journal of Sociology of Education》2019,40(7):868-882

Abstract

With more graduates, degree outcomes have a renewed significance for high-achieving students to stand out in a graduate crowd. In the United Kingdom, over a quarter of undergraduates now leave university with the highest grade – a ‘first-class’ degree – although students from non-traditional and underprivileged backgrounds are the least likely. This article explores the experiences of high-achieving non-traditional (HANT) university students. Drawing on in-depth interviews with 30 final-year students who are on course to achieve a first-class degree from working-class, minority ethnic and/or mature backgrounds, we examine their pathways to academic success through identity works and negotiations. We argue that early successes are crucial for students to re-evaluate their self-expectations as students who can achieve in higher education, while self-esteem, pride or fear can prevent students from maximising their available resources and opportunities. Implications for practice and policy are discussed, including the reflective advice from HANT students towards academic success.  相似文献   

The impact of family obligation on the daily activities and psychological well-being of Chinese American adolescents     

Fuligni AJ  Yip T  Tseng V 《Child development》2002,73(1):302-314

A daily diary method was employed to examine the extent to which Chinese adolescents in the United States assist and spend time with their families, and the implications of such behaviors for their involvement in other activities and psychological well-being. Adolescents (N = 140) completed checklists in which they reported their activities and psychological well-being every day for a period of 2 weeks. Adolescents showed a greater propensity to balance family obligations with their academic demands than with their social life with peers on a daily basis. Girls experienced slightly more daily conflict between activities than boys. Neither the extent of involvement in family obligations nor the balancing of family obligations with other activities were associated with psychological distress among adolescents. These findings demonstrate the complex manner in which adolescents from immigrant families attempt to combine their cultural traditions with selected aspects of American society on a daily basis. In contrast to the expectations of some observers, the youths in this study appeared to accomplish such an integration with little cost to their psychological well-being.  相似文献