Organizational Learning Capacity, Evaluative Inquiry and Readiness for Change in Schools: Views and Perceptions of Educators     

Swee C. Goh  J. Bradley Cousins  Catherine Elliott 《Journal of Educational Change》2006,7(4):289-318

In recent review of the literature on integrating evaluative inquiry into organizational culture, Cousins, Goh, Clark and Lee [Cousins, J.B., Goh, S., Clark, S. & Lee, L. (2004). Canadian Journal of Program Evaluation 19(2), 99–144] suggest that there is a link between evaluative inquiry and organizational learning in schools. However, there have been no published studies examining the views, perceptions and importance teachers and administrators attach to these practices and activities in their schools. This article reports results from a survey of 970 educators about their views on both of these topics – organizational learning and evaluation. Teachers and school administrators in 41 middle and secondary schools in Manitoba, Canada, responded to questions about current evaluation practices, attitudes towards evaluation and experience with systematic inquiry, as well as organizational learning capacity, school support structures and their readiness for evaluation and change. The survey results suggest that educators perceive their schools to have a moderate capacity for organizational learning. Similarly, respondents indicated that a moderate to low level of evaluation activity is currently taking place in their schools. Some implications for change in building a learning capacity and an evaluative inquiry culture in schools and suggestions for further research are discussed.  相似文献   

Environmental and sustainability education in teacher education: Canadian perspectives,by Douglas Karrow and Maurice DiGiuseppe (eds.), Springer Nature,Switzerland, 2019, pp. 336, €155.99. ISBN: 978-3-030-25015-7     

Paul Hart  Catherine Hart 《Environmental Education Research》2020,26(8):1227-1230

  相似文献   

Chinese character acquisition and visual skills in two Chinese scripts     

Catherine?Mcbride-ChangEmail author  Bonnie?W.?Y.?Chow  Yiping?Zhong  Stephen?Burgess  William?G.?Hayward 《Reading and writing》2005,18(2):99-128

  相似文献   

Understanding conceptual change: connecting and questioning     

Catherine Milne  Susan Kirch  Sreyashi Jhumki Basu  Mary Leou  Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

Catherine MilneEmail:

  相似文献   

Shared Responsibility and Issues of Injustice and Harm within Sport     

Melanie L. Sartore-Baldwin  Brian McCullough  Catherine Quatman-Yates 《Quest (Human Kinetics)》2017,69(3):366-383

The purpose of this article is to present a conceptual model of shared responsibility within the sport context. Focusing on issues of harm and injustice, this model proposes that organized sport can exist as an oppressive social structure that endorses ignorance through the presence of asymmetrical power relations. This ignorance reinforces oppressive structures as well as fosters vulnerability, a byproduct that, in turn, also reinforces oppressive structures. Rather than assigning responsibility to any one entity specifically, however, this article proposes that each and every individual with a vested interest in sport possess some degree of responsibility in securing safe, fair, and just sport experiences. Thus, the concept of shared responsibility is offered as a moderating factor through which the processes that result from oppressive structures may be interrupted and the structures themselves broken down.  相似文献   

Mothers’ and Fathers’ Parental Warmth,Hostility/Rejection/Neglect,and Behavioral Control: Specific and Unique Relations with Parents’ Depression Versus Anxiety Symptoms     

Catherine C. Epkins  Shannon L. Harper 《Parenting, science and practice》2016,16(2):125-145

Objective. This study advanced and tested conceptualizations of parents’ depression and anxiety in relation to parental warmth, hostility/rejection/neglect, and behavioral control, before and after controlling for comorbid symptoms. Design. Two-parent families (N = 119) with girls (aged 8 to 12) completed questionnaires on parents’ and girls’ depression and anxiety and parents’ parenting. Results. Both parents’ depression and anxiety were related to more hostility/rejection/neglect; and the relations with depression remained after controlling for anxiety, yet the relations with anxiety became non-significant after controlling for depression. Mothers’ and fathers’ depression remained significantly and uniquely related to more hostility/rejection/neglect after controlling for their anxiety in addition to parental warmth, family socioeconomic status, parents’ treatment status, and girls’ depression and anxiety symptoms. Both mothers’ and fathers’ anxiety were related to higher behavioral control, before and after controlling for the parent’s depression, hostility/rejection/neglect, and treatment status, as well as family socioeconomic status and girls’ depression and anxiety symptoms. Fathers’ depression was related to lower behavioral control only after controlling for fathers’ anxiety, and remained so after also controlling for fathers’ hostility/rejection/neglect and the other control variables. Fathers’ depression and anxiety also interacted in relation to behavioral control. Conclusions. Mothers’ and fathers’ depression and anxiety symptoms are differentially related to parental warmth, hostility/rejection/neglect, and behavioral control, especially when comorbid symptoms are considered.  相似文献   

Early Play Arousal, Sex-Typed Play, and Activity Level as Precursors to Later Rough-and-Tumble Play     

Catherine McBride-Chang  Carol Nagy Jacklin 《Early education and development》1993,4(2):99-108

The present study compared two ways of measuring rough-and-tumble play (R&T) and examined three precursors to this play. Early parental socializing influences (particularly from fathers), "boy" sex-typed play preferences, and activity level were all hypothesized to be associated with later R&T. Objective measures of R&T at nursery school were moderately correlated with ratings of such play by parents and teachers at first grade. Arousal during play at 45 months and extent of R&T at 18 months by fathers, but not mothers, were found to correlate significantly with ratings of R&T at first grade. "Boy" sex-typed play was also significantly associated with first grade R&T. These correlations were similar for both boys and girls. There were no correlates with nursery school R&T that were similar for both sexes. Activity levels were not consistently associated with later R&T behaviors. Implications and limitations of these findings are discussed.  相似文献   

Indigenous Pottery as Economic Empowerment in Uganda     

Catherine Gombe 《The International Journal of Art & Design Education》2002,21(1):44-51

This article presents, in parts, the findings regarding the viability of indigenous knowledge and skills in terms of economical empowerment in third world countries, Uganda in particular. The paper looks at and compares the income derived from indigenous pottery making by craft‐persons, with that of government salaries for graduate teachers of primary and secondary schools in Uganda. The comparison assists to determine the economical viability of indigenous Gisu pottery. The paper also suggests the incorporation of such indigenous crafts into the formal education system so as to encourage research, diversity in the learning of art, design and technology and provide self‐employment avenues relevant to self, community and the Ugandan state. The researchers were four women from different areas of subject specialisation namely, art & design, history and heography.  相似文献   

Limitations in 4-year-old children's sensitivity to the spacing among facial features     

Mondloch CJ  Thomson K 《Child development》2008,79(5):1513-1523

Four-year-olds' sensitivity to differences among faces in the spacing of features was tested under 4 task conditions: judging distinctiveness when the external contour was visible and when it was occluded, simultaneous match-to-sample, and recognizing the face of a friend. In each task, the foil differed only in the spacing of features, and spacing alterations were within normal limits. Children performed at chance levels in all but 1 task-match-to-sample, and in that task, only 10 of 18 children were correct on more than 50% of the trials. Sensitivity to the spacing of facial features in identity and distinctiveness tasks is very weak at 4 years of age-at least when the changes do not exceed +/-2.5 SD of normal variability.  相似文献   

Middletown High School: Equal Opportunity for Academic Achievement   总被引：1，自引：0，他引：1  

Cynthia Mata Aguilar  Catherine Cobb Morocco  Caroline E. Parker  Naomi Zigmond 《Learning disabilities research & practice》2006,21(3):159-171

  相似文献