Colleagues’ roles in the professional development of teachers: Results from a research study of National Board certification     

Soonhye Park  J. Steve Oliver  Tara Star Johnson  Peg Graham  Nicholas K. Oppong 《Teaching and Teacher Education》2007

This study investigated the nature of interaction among teachers that occurred around the National Board certification (NBC) process and how that collegial interaction influenced teachers’ professional development. Qualitative interviews were conducted with 14 teachers who were either considering NBC, in the process, or had been awarded NBC. Interview data were analyzed using the constant comparative method. Results indicated that teacher interactions triggered by NBC helped one another's professional development in several ways: (a) enhancing reflection on teaching practice, (b) establishing a professional discourse community, (c) raising the standards for teaching performances, and (d) facilitating collaboration. Implications for teacher professional development were discussed.  相似文献   

Emerging local schooling landscapes: the role of the local authority     

Tim Simkins  John Coldron  Megan Crawford  Steve Jones 《School Leadership & Management》2015,35(1):1-16

The school system in England is undergoing rapid change, with the government creating more than 4000 ‘independent publicly funded schools’, known as academies, since 2010. The potential for fragmentation is considerable with diversity of governance emerging as a key feature of the new schooling landscape. Consequently, a major and widely recognised issue to which these reforms give rise concerns the future of the ‘middle tier’ –that layer between individual schools or groups of schools and central government. There are competing visions of how a future middle tier might evolve: one focuses entirely on a middle tier of individual schools and chains as a ‘self-improving system’; others conceive a continuing but revised role for the local authority (LA). The aim of this paper is to begin to explore the latter position, and in particular the potential role of the LA as a ‘broker’ of new patterns of school organisation. Drawing on interview data from three very different LA areas, the findings show that LAs differ in how they conceive their role and, consequently, on the strategies that they pursue.  相似文献   

Effects of SRSD college entrance essay exam instruction for high school students with disabilities or at-risk for writing difficulties     

Ray  Amber B.  Graham  Steve  Liu  Xinghua 《Reading and writing》2019,32(6):1507-1529

Reading and Writing - Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the...  相似文献   

The free food (contrafreeloading) phenomenon: A review and analysis     

Steve R. Osborne 《Learning & behavior》1977,5(3):221-235

Animals will perform an operant response to obtain food when abundant free food is available. These data have implications for current learning theories, especially in terms of the motivational variables associated with such behavior. The present paper reviews the literature and provides an analysis that suggests that responding for food in the presence of free food is importantly controlled by stimulus change attendant upon response-dependent food presentation. This apparent stimulus-reinforcer effect on behavior is compared to that observed in other areas of animal learning research that include preference between schedules of response-dependent and response-independent reinforcement, preference between schedules of signaled and unsignaled reinforcement, autoshaping and automaintenance, and self-reinforcement in animals.  相似文献   

An exploration of gender participation patterns in science competitions     

Teresa Arámbula Greenfield 《科学教学研究杂志》1995,32(7):735-748

This study investigated participation in a state-level science competition over most of its 35-year history. Issues examined included whether different gender patterns occurred with respect to entry rate, project topic (life science, physical science, earth science, and math), and project type (research or display). The study also examined to what extent the identified patterns reflected or contradicted nationwide patterns of girls' academic performance in science over roughly the same time period. It was found that although girls initially participated in the fair less frequently than boys, for the past 20 years their participation rate has been greater than that of boys. Examination of topic preferences over the years indicates that both girls and boys have traditionally favored life science; however, boys have been and continue to be more likely to prepare physical, earth, and math/computer science projects than girls. Another gender difference is that girls are generally less likely than boys to prepare projects based on experimental research as opposed to library research. The study provides some suggestions for teachers and teacher educators for addressing these disparities.  相似文献   

Globalisation of researcher mobility within the UK Higher Education: explaining the presence of overseas academics in the UK academia     

Nabil Khattab  Steve Fenton 《Globalisation, Societies & Education》2016,14(4):528-542

In this paper, we argue that the power structure that lies within the UK elite universities dictates a division of labour through which the inflows of overseas academics into the UK academic labour markets are skewed towards these elite academic institutions where they are employed primarily in research-only posts. These posts, are less valued and are difficult to fill by UK academics. This explains the over-concentration non-UK academics within these posts and suggests that it is not a coincidence, but a result of a division of labour in which they are ‘used’ as a replacement labour.  相似文献   

Summation of responding to CSs and an excitatory test context     

Ralph H. Miller  Nicholas J. Grahame  Steve C. Hallam 《Learning & behavior》1990,18(1):29-34

The influence of test-trial delay of CS onset in obtaining response summation of an excitatory CS and an independently conditioned context was investigated. Water-deprived rats were given tone-shock and click-shock pairings in the training context and unsignaled footshocks in the test context. Durations of lick suppression in response to the tone (Test 1) and the click (Test 2) were then assessed in the test context. Licking was more suppressed when CS onset occurred early in the test session (e.g., 0 sec) than when it occurred later in the test session (e.g., 300 sec). The results from control groups that had received shock in an irrelevant context rather than the test context indicated that this effect was due to fear of the test context rather than diffuse, nonassociative fear. With onset of the clicks early in the test session on the second test day, response summation of the test context with the clicks was observed. This suggests that appreciable spontaneous recovery had occurred from any test-context extinction that took place on the first test day. We conclude that early onset of the CS on the test trial favors response summation of CSs and test context.  相似文献   

A Comprehensive Meta-analysis of Handwriting Instruction     

Tanya?Santangelo  Steve?GrahamEmail author 《Educational Psychology Review》2016,28(2):225-265

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Review Symposium     

William Baker  Steve Garner  Michael R. M. Ward 《British Journal of Sociology of Education》2016,37(5):780-787

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Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12     

Michal Ayalon  Anne Watson  Steve Lerman 《International Journal of Science and Mathematics Education》2016,14(6):1153-1173

Identifying and expressing relations between quantities is a key aspect of understanding and using functions. We are aiming to understand the development of functions understanding throughout school years in Israel. A survey instrument was developed with teachers and given to 20 high and average achieving students from each of years 7–11 and to 10 high achieving students from year 12, a total of 110 students. Our analytical approach is to identify qualitatively what students appeared to do and whether their approaches led to complete solutions. We look for progress in understanding variables and relations between them, and we found that there does not appear to be a strong link between curriculum and informal understandings of variables and covariation, but there are other strengths.  相似文献