Reconstructive Realism: Satire in Miss Ravenel's Conversion from Secession to Loyalty     

Todd Thompson 《Journal of American culture (Malden, Mass. : 2003)》2006,29(4):425-436

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Improving performance and organization value through a virtual appreciative inquiry summit     

Todd A. Conkright 《Performance Improvement》2011,50(6):31-37

Managing across multiple sites in a global workplace poses many challenges. Technology has made this task simpler, allowing workers to stay connected through email, instant messaging, conference calls, gadgets, and services. Even with the aid of technology, communication can suffer if not managed well. Conducting change initiatives in a virtual environment increases communication challenges. This article presents the advantages of appreciative inquiry in a virtual summit environment to improve individual, team, and organizational performance.  相似文献   

Disability and the restructuring of welfare: the problem of partnership with parents     

Liz Todd 《International Journal of Inclusive Education》2013,17(3):281-296

Parent Partnership Services are now required in every local education authority (LEA) in England and Wales. Research has documented parents' experience of dissatisfaction when engaging with services responsible for providing for children's special educational needs, and differences in priorities and assumptions between parents and professionals. Analysis suggests that Parent Partnership Services have the potential to make the system work in a more understandable, friendly, respecting and involving way for parents. Evidence is drawn from interviews in Newby LEA with 24 parents and both LEA and voluntary agency Parent Partnership Officers. However, tensions and assumptions were identified that suggest a limit to authentic partnership possibilities. The political nature of the discourse of partnership continues to be ignored. There remains little awareness of the need to negotiate the meaning of partnership. Partnership was assumed to be ‘good’, with little understanding of the need to work in ways that avoided its potentially disempowering effects. Parent Partnership Officers represent a further tier of ‘professionals’, which for some parents remove them from those who are the decision-makers. Parent Partnership Services remove from schools the arena of parent partnership when a child is undergoing statutory special needs assessment. Such services move this area of partnership into a space between schools and the LEA—which may distance responsibility of schools to take seriously the need to engage with parents as partners.  相似文献   

Unconstrained Structural Equation Models of Latent Interactions: Contrasting Residual- and Mean-Centered Approaches     

Herbert W. Marsh  Zhonglin Wen  Kit-Tai Hau  Todd D. Little  James A. Bovaird  Keith F. Widaman 《Structural equation modeling》2013,20(4):570-580

Little, Bovaird and Widaman (2006) proposed an unconstrained approach with residual centering for estimating latent interaction effects as an alternative to the mean-centered approach proposed by Marsh, Wen, and Hau (2004, 2006). Little et al. also differed from Marsh et al. in the number of indicators used to infer the latent interaction factor and how they were represented, but this issue is separate from the mean versus residual centering distinction that was their primary focus. However, their implementation of the Marsh et al. mean-centered approach failed to incorporate the mean structure that Marsh et al. argued was necessary to obtain unbiased estimates. One might suppose that their new approach would suffer this same problem, an issue not addressed by Little et al. However, we demonstrate here why the Little et al. approach obviates this requirement that heretofore was thought to be necessary for all constrained, partially constrained, and unconstrained approaches. Both the Marsh et al. and Little et al. unconstrained approaches typically result in similar results and are much easier to implement than traditional constrained approaches. They differ primarily in that the Little et al. approach is a 2-step approach involving a potentially large number of separate analyses prior to estimating the structural equation model that apparently does not require the estimation of a mean structure, whereas the Marsh et al. approach is a 1-step approach that includes a mean structure.  相似文献   

Indirect Impact: How Early Childhood Educator Training and Coaching Impacted the Acquisition of Literacy Skills in Preschool Students     

Dale Lynn Cusumano  Kathleen Armstrong  Rachel Cohen  Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377

Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added.  相似文献   

The Influence of Teachers’ Efficacy and Beliefs Regarding Mathematics Instruction in the Early Childhood Classroom     

Elizabeth Todd Brown 《Journal of Early Childhood Teacher Education》2013,34(3):239-257

This was a correlational study conducted with a population of prekindergarten educators from a large, metropolitan school district. The purpose was to examine if there were relationships between and among early childhood teachers’ sense of self-efficacy, their beliefs about the importance of mathematics, and their mathematics instructional practices. Examining teachers’ efficacy and beliefs can inform educational practice and help to differentiate between more and less successful instructional practices when teaching mathematics in the early childhood classroom. Data were collected on teacher efficacy and teacher beliefs about the importance of mathematics with two self-report questionnaires. The hypothesis that the teachers higher in efficacy will rate the importance of mathematics higher on the teacher-belief scale than the teachers with lower efficacy was found to be true with this sample, but the correlation was weak. The level of efficacy of the early childhood teachers in this sample confirmed that in assessing their capabilities, they rate themselves high in instructional strategies, classroom management, and student engagement. The early childhood teachers did not rate their belief in mathematics as high as their efficacy. Observations of mathematics instructional practices were conducted with twenty teachers. It was hypothesized that the combination of high teacher efficacy and high teacher mathematics beliefs would show alignment with the presence of standards-based mathematics instructional practices. The results were not statistically significant. No correlation signals a need for more research to explore what other personal or external factors relate to mathematics instructional practices in the early childhood classroom. The research may inform pre kindergarten teachers and teacher educators about effective instructional strategies and knowledge needed to launch early childhood students on a developmentally appropriate pathway to mathematical literacy.  相似文献   

Preservice Teachers’ Images of Scientists: Do Prior Science Experiences Make a Difference?     

Todd M. Milford  Christine D. Tippett 《Journal of Science Teacher Education》2013,24(4):745-762

This article presents the results of a mixed methods study that used the Draw-a-Scientist Test as a visual tool for exploring preservice teachers’ beliefs about scientists. A questionnaire was also administered to 165 students who were enrolled in elementary (K–8) and secondary (8–12) science methods courses. Taken as a whole, the images drawn by preservice teachers reflected the stereotype of a scientist as a man with a wild hairdo who wears a lab coat and glasses while working in a laboratory setting. However, results indicated statistically significant differences in stereotypical components of representations of scientists depending on preservice teachers’ program and previous science experiences. Post degree students in secondary science methods courses created images of scientists with fewer stereotypical elements than drawings created by students in the regular elementary program.  相似文献   

The Process of Fostering Consultee Development During Instructional Consultation     

Steven E. Knotek  Sylvia A. Rosenfield  Todd A. Gravois  Leslie M. Babinski 《Journal of educational and psychological consultation》2013,23(3-4):303-328

This investigation examines how the process of instructional consultation (IC) supports consultees' problem-solving and fosters change in how the consultees understand pertinent work problems. The setting was a mid-Atlantic elementary school's Instructional Consultation Team, and the participants were 13 case manager consultants and 5 teacher consultees. A micro-ethnographic research approach was used and 4 primary sources of data collected: interviews, direct observations, consultation documents, and IC training documents. Analysis of the data uncovered 4 general themes related to the participants' problem-solving and evolving understanding of the work issues. In the discussion, the question of how IC is a constructive process that promotes consultees' development is considered.  相似文献   

Sexual orientation topics in elementary teacher preparation programs in the USA     

Todd Jennings  Gary Sherwin 《Teaching Education》2013,24(4):261-278

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Educational Support for Saudi Students with Learning Disabilities in Higher Education     

Mohaned G. Abed  Todd K. Shackelford 《Learning disabilities research & practice》2020,35(1):36-44

Disability laws in Saudi Arabia mandate that higher education institutions provide support for special needs learners in order to ensure educational opportunities equivalent to opportunities for their nondisabled peers. These institutions experience challenges, however, in providing the necessary support to undergraduate and postgraduate students with learning disabilities (LDs). We conducted an exploratory study to assess educational support requirements and affordances for undergraduate and postgraduate students with LDs attending institutions of higher education in Saudi Arabia. We completed semistructured interviews with 22 special needs learners diagnosed with a LD (16 undergraduate and six postgraduate). The findings suggest that additional support services are needed for undergraduate and postgraduate students with LDs attending Saudi institutions of higher education.  相似文献