Pre-service Science Teacher Education in Africa: Prospects and Challenges     

M. B. Ogunniyi  Marissa Rollnick 《Journal of Science Teacher Education》2015,26(1):65-79

  相似文献   

Fostering Instructor Knowledge of Student Thinking Using The Flipped Classroom     

Jeremy F. Strayer  James B. Hart  Sarah K. Bleiler 《PRIMUS》2015,25(8):724-735

Abstract

In this article, we share a model of flipped instruction that allowed us to gain a window into our students’ mathematical thinking. We depict how that increased awareness of student thinking shaped our mathematics instruction in productive ways. Drawing on our experiences with students in our own classrooms, we show how flipped instruction can be used to design experiences that help students make sense of mathematics during class sessions.  相似文献   

Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study     

Kendall Jeffries DeLoatche  Kathy L. Bradley-Klug  Julia Ogg  Jeffrey D. Kromrey  Ashley N. Sundman-Wheat 《Early Childhood Education Journal》2015,43(4):271-279

  相似文献   

Students’ Perspectives on LGBTQ-Inclusive Curriculum     

Shannon D. Snapp  Hilary Burdge  Adela C. Licona  Raymond L. Moody  Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.  相似文献   

From Awareness to Action: College Students’ Skill Development in Intergroup Dialogue     

Larissa E. Hopkins  Andrea D. Domingue 《Equity & Excellence in Education》2015,48(3):392-402

A central goal of intergroup dialogue (IGD) is to strengthen individual and collective capacities to foster social justice commitments by supporting new ways of thinking about oneself, others, and the social structures in which we live. Relatedly, IGD assists individuals with building multicultural competencies and skill sets that support peoples’ capacities to take action and work towards social change. The following qualitative study contributes to current research by describing the types of skills undergraduate students report learning as a result of their IGD experience and the challenges they encounter as they develop communication, cognitive, and affective skills.  相似文献   

Why has there been a decrease in the job satisfaction of faculty at Spanish universities?     

Olaskoaga-Larrauri  Jon  González-Laskibar  Xabier  Díaz-De-Basurto-Uraga  Pablo  Ignacio-Gómez  Patricia 《Tertiary Education and Management》2015,21(4):293-305

  相似文献   

Bridging theory and practice: a conceptual framework for consulting organisations     

Meca B. Mohammed  Leslie Hazle Bussey 《School Leadership & Management》2015,35(1):97-120

A growing number of organisations are emerging as partners to districts pursuing systemic improvement. Given the critical role a consulting organisation could play in supporting system reform efforts, how does a district leader looking to establish a consulting partnership determine what characteristics in a consulting organisation may be more likely to yield success? This paper utilises an exploratory sequential mixed methods approach for two purposes: (1) to assess whether the quality domains of consultants most prevalent in the literature are consistent with multiple sources of expert knowledge at the point of practice and (2) to determine which, if any, quality domains of consultants are perceived as more important than others for partnership success. Overall, the findings corroborated that the domains identified through the literature are influential to partnership success. While no specific domain or set of domains emerged as most dominant, interpersonal skills and content expertise are foundational indicators that crosscut the other domains.  相似文献   

Individual Differences in Fifth Graders’ Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study     

Carol McDonald Connor  Ralph Radach  Christian Vorstius  Stephanie L. Day  Leigh McLean  Frederick J. Morrison 《Scientific Studies of Reading》2015,19(2):114-134

In this study, we investigated fifth graders’ (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task, children read two sentences; the second included either a plausible or implausible word in the context of the first sentence. Stronger readers had shorter reading times overall suggesting faster processing of text. Generally fifth graders reacted to the implausible word (i.e., longer gaze duration on the implausible vs. the plausible word, which reflects lexical access). Students with stronger academic language, compared to those with weaker academic language, generally spent more time rereading the implausible target compared to the plausible target. This difference increased from fall to spring. Results support the centrality of academic language for meaning integration, setting standards of coherence, and utilizing comprehension repair strategies.  相似文献   

A study of usage of symbols and opinionated words in annotation for modeling literature survey experiences     

Archana Shukla  Banshi D. Chaudhary 《Education and Information Technologies》2015,20(1):91-111

  相似文献   

“Free yourself,sister!”: teacher identity,subjection, and the psyche     

Melanie D. Janzen 《Asia-Pacific Journal of Teacher Education》2015,43(2):117-127

Teachers are caught in a tug of war between what they are supposed to be and who they are trying to become. The teaching subject, striving to be recognisable, is socially constructed and discursively constituted through ongoing relations with power – an identity essentially determined in advance. What is it to live – to become, as teacher – in this space? It is in this theoretical context in which this research is situated; acknowledging the discursive construction of the teaching subject in order to consider who teachers are, who they are allowed to be, and who they are allowed to become. Drawing on an empirical example, I will explore the post-structural theories of subjection and psychoanalytic perspectives of the psyche in order to illustrate and conceptualise the struggle in being and becoming a teacher.  相似文献