Supporting evidence use in networked professional learning: the role of the middle leader     

Danielle LaPointe-McEwan  Christopher DeLuca  Don A. Klinger 《Educational research; a review for teachers and all concerned with progress in education》2017,59(2):136-153

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Teachers’ approaches to classroom assessment: a large-scale survey     

Christopher DeLuca  Adelina Valiquette  Andrew Coombs  Danielle LaPointe-McEwan  Ulemu Luhanga 《Assessment in Education: Principles, Policy & Practice》2018,25(4):355-375

Classroom assessment has become a cornerstone of today’s standards-based system of education. However, recent policy developments, professional standards, and variable assessment education have led to significant variability in teachers’ approaches to assessment. The primary purpose of this research was to use a new instrument predicated on recently published classroom assessment standards – the Approaches to Classroom Assessment Inventory – to measure teachers’ (a) approaches to assessment, (b) perceived skill in current assessment tasks and responsibilities, and (c) professional learning preferences and priorities. Based on 404 teachers from across North America, this study contributes initial evidence of how teachers approach classroom assessment with respect to four dimensions: Assessment Purposes, Assessment Processes, Assessment Fairness and Measurement Theory. Results from this study point to significant differences based on career stage and previous assessment education. The study concludes with four key implications for assessment research and practice.  相似文献   

Evaluating climate change behaviors and concern in the family context     

Danielle F. Lawson  Kathryn T. Stevenson  M. Nils Peterson  Sarah J. Carrier  Erin Seekamp  Renee Strnad 《Environmental Education Research》2019,25(5):678-690

Abstract

Although research suggests that family dynamics likely play a role in shaping children’s behaviors, few studies focus on environmental behaviors, and none to our knowledge investigate how parents shape climate change mitigation behaviors among their children. We begin to fill this gap through a quantitative case study using matched household-level survey data from 182 coastal North Carolina families (n?=?241 parents aged 29–77; n?=?182 students aged 11–14) associated with 15 middle school science teachers. Family climate change discussions, parent behaviors, and children’s climate change concern levels predicted the degree to which children will participate in individual-level climate mitigation behaviors. These results provide evidence that promoting climate-related conversations within households may promote climate action even when parents are apathetic about climate change. Similarly, parental behaviors, but not their concern levels, were important predictors of adolescent behaviors. This study highlights novel ways that family dynamics may promote climate change mitigating behaviors and a new pathway to promoting climate mitigation at familial, and ultimately, societal levels.  相似文献   

Teacher‐Pupil Discourse in Classrooms for Hearing‐Impaired Children     

John M. Panagos  Penny L. Griffith  Danielle N. Ripich 《International Journal of Disability, Development & Education》1985,32(1):21-29

Early studies of teacher‐pupil discourse in classrooms for the hearing‐impaired showed that it is systematic, teacher‐controlled and interlaced with language content. Discourse analysis, based on qualitative methods of study, augments and qualifies these views by providing a technique for examining multiple levels of interaction. Discourse material excerpted from a language lesson conducted by an experienced primary teacher with five hearing‐impaired pupils suggests that teacher‐pupil interaction is organized on several levels of structure. A hierarchy of lesson interaction is demonstrated through the illustrative discourse samples; hierarchical levels of roles, tasks, phrases, topics, sequences, turns, and utterances are identified and discussed. Educational implications about the learning structure of the classroom for the hearing‐impaired are offered.  相似文献   

Promoting Social Inclusion in Educational Settings: Challenges and Opportunities     

Jaana Juvonen  Leah M. Lessard  Ritika Rastogi  Hannah L. Schacter  Danielle Sayre Smith 《教育心理学家》2019,54(4):250-270

The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as “built-in” preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research.  相似文献   

Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study          下载免费PDF全文

Jamie M. Quinn  Richard K. Wagner  Yaacov Petscher  Danielle Lopez 《Child development》2015,86(1):159-175

The present study followed a sample of first‐grade (N = 316, M_age = 7.05 at first test) through fourth‐grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.  相似文献   

Best Practices of Library Mobile Website Design: A Literature Review     

Danielle A. Becker 《College & Undergraduate Libraries》2015,22(2):167-187

This article is intended to serve as a guide for librarians developing mobile Websites to be linked to their current library Website. Kroski (2008a) defines the mobile Web as “the World Wide Web accessed through a mobile device, ranging from a cellular phone to an iPod Touch. It includes the entirety of the Web and is not limited to Websites that are specifically designed for mobile viewing” (5). This literature review focuses on the mobile Web, mobile device usage, and best practices for designing mobile Websites for libraries.  相似文献   

II. EMPATHY AS A PROTECTIVE FACTOR FOR CHILDREN WITH INCARCERATED PARENTS     

Danielle H. Dallaire  Janice L. Zeman 《Monographs of the Society for Research in Child Development》2013,78(3):7-25

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An alternative form of teacher affinity‐seeking measurement     

Danielle J. Dolin 《Communication Research Reports》2013,30(2):220-226

Teacher affinity‐seeking has been examined in relation to a number of educational variables. This research is frequently conducted with a twenty‐five item instrument derived from the corresponding typology. This study presents an alternative to the longer twenty‐five item measure by providing an alternative eleven item measure of teacher affinity‐seeking. Results indicated that the measure is both reliable and valid for use with the appropriate research questions. Broad guidelines for use are presented.  相似文献   

Understanding the Lived Experiences of University Students with Autism Spectrum Disorder (ASD): A Phenomenological Study     

Danielle Ward  Amanda Webster 《International Journal of Disability, Development & Education》2018,65(4):373-392

This study sought to describe factors impacting the success of students with ASD in university programmes. Semi-structured interviews were conducted to gather both the students’ personal perspectives of their university experience and the perspectives of a significant person in their life. An interpretative phenomenological approach was utilised to ascertain common factors that contributed or posed a barrier to students experiencing success in their studies. Findings revealed that students with ASD felt their internal influences of determination, perseverance and passion in their areas of academic interests, greatly impacted on their ability to achieve successful outcomes in university, but these factors were always mitigated by the degree to which they experienced anxiety, depression and isolation. Participants also highlighted the importance of mediating factors in helping them to manage their social–emotional needs so they could pursue their interests and achieve success in university programmes.  相似文献