From Standards to Licensure: Developing an Authentic Assessment for School Principals     

Andrew S. Latham  Mari A. Pearlman 《Journal of Personnel Evaluation in Education》1999,13(3):245-262

The Interstate School Leaders Licensure Consortium funded the development of a licensure assessment based on its Standards for School Leaders. But moving from a set of professional standards to a licensure assessment poses many challenges and raises difficult questions: Which standards should be assessed? How authentic should an authentic assessment be? How can licensure assessment help lead the field to a new pedagogical paradigm, when licensure has typically been reserved for protecting the public? This article explains these challenges and documents the methods used to meet them in the development of the School Leaders Licensure Assessment.  相似文献   

A positive psychological viewpoint for success at school – 10 characteristic strengths of the Finnish high-achieving students     

Mari Salmela  Satu Uusiautti 《High Ability Studies》2015,26(1):117-137

People who exploit their strengths flourish; they are not only engaged with their goals, but also to their well-being and the content of life. In this study, interest focused on the high-achieving students in the Finnish general upper secondary education, in other words, on straight-A graduates’ characteristic strengths. This was a narrative study in which the data were obtained through written narratives and narrative interviews among 14 Finnish straight-A graduates. The data were analyzed with narrative analyzing methods. Ten typical strengths found and further categorized into three key dimensions were: (1) the thirst of knowledge and passion for learning, (2) fortitude and authenticity, and (3) love. This study implied that the youth’s school paths and well-being actively increased their own characteristic strengths.  相似文献   

Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity     

Luuk Van Waes  Mari?lle Leijten  Thomas Quinlan 《Reading and writing》2010,23(7):803-834

In this study we investigated the role of reading, how writers coordinate editing with other writing processes. In particular, the experiment examines how the cognitive demands of sentence composing and the type of error influence the reading and writing performance. We devised an experimental writing task in which participants corrected an embedded error (orthographic near-neighbors or far-neighbors) and completed a sentence (using 1 or 3 context words)—in either order. Data were collected by logging keystrokes and recording eye-movements. The results revealed that both error and sentence complexity influenced the approach to error-correcting. Participants generally completed the partial sentence first, and then corrected the error (approximately 90% of the items). Task complexity reinforced this tendency. Moreover, in most of these cases, the error was fixated at least once prior to sentence completion. This suggests that the error was detected (at least partially), but the correction response was inhibited. The differences in cognitive load also affect the reading activity during planning. This investigation illustrates how the interplay of two task factors, error and sentence complexity, appears to influence how writers coordinate error-correcting with sentence composing.  相似文献   

The Impact of an Engineering Design Curriculum on Science Reasoning in an Urban Setting   总被引：2，自引：2，他引：0  

Eli M. Silk  Christian D. Schunn  Mari Strand Cary 《Journal of Science Education and Technology》2009,18(3):209-223

This study examines the use of engineering design to facilitate science reasoning in high-needs, urban classrooms. The Design for Science unit utilizes scaffolds consistent with reform science instruction to assist students in constructing a design solution to satisfy a need from their everyday lives. This provides a meaningful context in which students could reason scientifically. Eighth grade students from two urban schools participated in the unit. Both schools contained large percentages of racial/ethnic minority and economically disadvantaged students. Students demonstrated statistically significant improvement on a paper-and-pencil, multiple-choice pre and post assessment. The results compare favorably with both a high-quality inquiry science unit and a traditional textbook curriculum. Implications for the use of design-based curricula as a viable alternative for teaching science reasoning in high-needs, urban settings are discussed.

Eli M. SilkEmail:

  相似文献   

Strangers and Professionals: Positioning Discourse in ESL Teachers’ Work     

Mari Haneda  Jan Nespor 《The Urban Review》2013,45(3):251-272

English Language Learners (ELLs) usually spend most of the school day with regular classroom teachers. The ability of English-as-a-second-language (ESL) teachers to help these students, then, depends in part on their ability to influence how the classroom teachers think of ELL students and ESL itself. One way ESL teachers do this is through “positioning discourses”—discursive practices that connect the children in certain ways to neighborhood reputations, political imagery, policy priorities, and professional responsibilities. This paper examines how ESL teachers in two contrasting school systems produce different kinds of positioning discourses in responding to different contextual constraints and pressures. Drawing on interview data, we show how teachers in an urban setting use elements of neighborhood reputation to position their students, while teachers in a more affluent suburb use discourses of expertise and professional knowledge to reshape the way ESL is understood. Our goals are to explicate how these discourses are produced and used.  相似文献   

The interactive attribution of school success in multi-ethnic schools     

Mariëtte de Haan  Inge Wissink 《European Journal of Psychology of Education - EJPE》2013,28(2):297-313

The study shows how explanations for school success are expressed and dialogically constructed during teacher–parent conferences at school. Attribution theory is used to conceptualize the various explanations for school success that were expressed. However, instead of only looking at attributions as beliefs which individuals or groups ‘have’, the aim of this study is to show how attributions are part of co-constructed processes in which multiple partners impact upon each other’s attributions over the course of a conversation. The results indicated that in the conversations between teachers and minority parents, school performance is more often attributed to effort while in conversations with majority parents, psychological attributions were more common. Besides these differences in content, the process through which these accounts were constructed was different. While the diagnosis on what went wrong was more commonly constructed in case of the conversations with majority parents, they were more characterised by opposition or a passive position by the parent in case of the conversations with minority parents. The analyses show that instead of a simple mismatch between explanations of the home and the school, these explanations are interactionally co-constructed as both parents and teachers necessarily ‘re’-act on each other’s claims and understanding of school success. The results ultimately reveal how the interactive process impacted upon the construction of the attributions and the possibilities this creates for partnerships between parents and teachers to create an understanding of the child’s academic potential across home and school.  相似文献   

Key words and the analysis of exploratory talk     

Linda Herrlitz-Biró  Ed Elbers  Mariëtte de Haan 《European Journal of Psychology of Education - EJPE》2013,28(4):1397-1415

  相似文献   

Reflection tasks in pedagogical training courses     

Mari Karm 《International Journal for Academic Development》2013,18(3):203-214

The ability to reflect is a precondition for professional growth. Pedagogical courses for academic staff provide opportunities to support the development of university teachers' reflective skills and habits of reflection. The present paper discusses the impact of using reflective activities for making meaning of one's teaching practice through an analysis of reflections written during pedagogical courses. The data were collected from 92 participants who participated in a pedagogical course offered to five cohorts from 2005 to 2007. Through analysis of academics' reflections on metaphors and teaching cases their personal teaching theories and teaching challenges are revealed.

Õppejõu professionaalse arengu eelduseks on tema reflekteerimisoskus. Pedagoogilistel kursustel pakutakse õppejõududel mitmesuguseid võimalusi refleksioonioskuste arendamiseks ja reflekteerimisharjumuste kujunemiseks. Artiklis arutletakse pedagoogiliste kursuste käigus kirjutatud refleksiooniülesannete analüüsi põhjal, kuidas erinevate refleksiooniharjutuste kasutamine võimaldab õppejõududel teadvustada oma õpetamisarusaamasid ning mõtestada oma õpetamispraktikat. Andmeid koguti 92 õppejõult, kes osalesid pedagoogilistel kursustel aastatel 2005–2007. Õppejõudude metafooride, professionaalse arengu joone ja õpetamislugude analüüsi põhjal toodi välja nende olulisemad õpetamisarusaamad ning keerulised õpetamissituatsioonid. Samuti tuuakse esile, mida õppejõudude koolitajad võiksid samalaadseid ülesandeid rakendades arvesse võtta.  相似文献   

Motor coordination difficulties in 5–6‐year‐old children with severe behavioural and emotional problems     

Synnøve Iversen  Ann‐Mari Knivsberg  Bjørn Ellertsen  Magne Nødland  Tommy Både Larsen 《Emotional and Behavioural Difficulties》2013,18(3):169-185

Incidence, severity and types of motor difficulties in children with severe behavioural and emotional problems were evaluated. A group of 6‐year‐olds (n = 29) with such problems and controls (n = 29) were compared on the Movement Assessment Battery for Children (M‐ABC). The groups were compared on total scores as well as manual dexterity, ball skills and balance. Individual M‐ABC profiles were compared with Teacher's Report Form profiles. It was found that 62.1% in the high‐risk group and 20.7% in the control group showed motor coordination difficulties. In the high‐risk group 55.2% fulfilled the criteria of the DSM‐IV for developmental coordination disorder, compared to 3.4% controls. The high‐risk group showed significant difficulties within all sub‐areas of the M‐ABC. There was a significant relationship between attention problems and manual dexterity difficulties. The combination of problems identified makes these children vulnerable with regard to school inclusion and in need of proper assessment and intervention.  相似文献   

Global rankings in the Nordic region: challenging the identity of research-intensive universities?     

Mari Elken  Elisabeth Hovdhaugen  Bjørn Stensaker 《Higher Education》2016,71(6):781-790

Global university rankings currently attract considerable attention, and it is often assumed that such rankings may cause universities to prioritize activities and outcomes that will have a positive effect in their ranking position. A possible consequence of this could be the spread of a particular model of an “ideal” university. This article tests this assumption through an analysis of a sample of research-intensive universities in the Nordic region. Through document analysis and interviews with institutional leaders and staff from central administration, the study explores whether high-ranked Nordic universities take strategic measures as a response to global rankings, and whether the traditional identities of the universities are changing, as they are influenced and affected by the rankings. The study shows that rankings have a relatively modest impact on decision-making and strategic actions in the Nordic universities studied, and that there are few signs of rankings challenging the existing identities of the universities in this region.  相似文献