Novice teacher vertical professional development? Exploring teachers’ and coaches’ beliefs throughout a two-year induction program     

Kwok  Andrew  Keese  Jeffrey  Suárez  Mario I.  Mitchell  Douglas  Huston  Debbee 《Learning Environments Research》2022,25(1):255-270

Learning Environments Research - The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were...  相似文献   

Advancing Women of Color in the Academy: Research Perspectives on Mentoring and Strategies for Success     

Beverly J. Irby 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):265-268

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Morningness–Eveningness and College Advising: A Road to Student Success?     

Beverly Brown Schulke  Laura K. Zimmermann 《Mind, Brain, and Education》2014,8(4):227-230

In addressing the challenges faced by E‐type (evening‐type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well‐being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness–eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.  相似文献   

Measuring the Impact of State Accountability Programs     

Mitchell D. Chester 《Educational Measurement》2005,24(4):3-4

" No Child Left Behind is a law that makes good people bad and bad people worse."

Declaration of the keynote speaker at the public forum on the No Child Left Behind Act in Columbus, Ohio, on November 17, 2004, sponsored by the Kappa Delta Pi International Honor Society in Education, the National Academy of Education, and the National Society for the Study of Education.

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ACES: Charting the Future     

Marianne H. Mitchell 《Counselor Education & Supervision》1989,28(3):194-196

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Response     

W.Bede Mitchell 《The Journal of Academic Librarianship》1998,24(6):445-446

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Some methodological issues in developing measures of classroom learning environment: A report of work-in-progress     

Kenneth A. Sirotnik  Mitchell A. Nides  Gerald A. Engstrom 《Studies in Educational Evaluation》1980,6(3)

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ACES: Charting the Future     

Marianne H. Mitchell 《Counselor Education & Supervision》1988,28(1):2-4

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An analysis of an integrated approach to cross-cultural trainingAnalisis de un enfoque integral al entrenamineto transculturalUne analyse d'une approche integree a l'environnement transculturel     

William B Gudykunst  Mitchell R Hammer  Richard L Wiseman 《Int J Intercult Relat》1977,1(2):99-110

Various approaches have been used in training people to effectively function in a foreign culture. This paper reviews six approaches that are currently being used in cross-cultural training. The approaches reviewed are: (1) the intellectual approach, (2) the area simulation approach, (3) the self-awareness approach, (4) the culture awareness approach, (5) the behavioral approach, and (6) the interaction approach. The advantages of using an “integrated” approach to cross-cultural training is discussed and research is presented which supports the effectiveness of this approach. The results offer preliminary evidence that an integrated approach to training can improve participants' attitudinal satisfaction with their stay in another culture. Finally, the paper offers suggestions for the future direction of cross-cultural training.  相似文献   

Developmental trajectories of personal and collective self-concept among American Indian adolescents     

Whitesell NR  Mitchell CM  Kaufman CE  Spicer P;Voices of Indian Teens Project Team 《Child development》2006,77(5):1487-1503

Developmental trajectories of personal and collective self-concept were examined among American Indian adolescents. Personal self-concept (self-esteem) and collective self-concept (American Indian identity, Euro-American identity, community-mindedness) were assessed 6 times over 3 years in 4 cohorts of adolescents from 3 American Indian cultural groups (N=1,252). An accelerated longitudinal design was used to estimate developmental trajectories from 14 to 19 years; parallel-process and covariate models were used to examine variation in trajectories. Both personal and collective self-concepts were generally positive and showed small gains; they were moderately related to one another and differentially related to cultural group, gender, and perceived social support. The findings highlight the complexity of self-concept for American Indian youth and the significance of both personal and collective identity.  相似文献