The role of feedback in teacher mentoring: how coaches,peers, and students affect teacher change     

Leslie S. Keiler  Raffaella Diotti  Kara Hudon  Julia C. Ransom 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):126-155

ABSTRACT

Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced in the model. We employed qualitative methods to collect and analyze data from two summer schools, with 22 STEM teachers and 47 student-instructors from 15 non-selective, public high schools. Findings include: (a) teachers had positive attitudes towards feedback, (b) feedback from multiple sources changed practice, (c) effective feedback required structure, (d) experienced teachers benefited most from feedback, and (e) student feedback was most valuable. These findings provide strategies to shape future mentoring, informing teachers, administrators, professional development coaches, and teacher educators about critical factors in the use of feedback to improve teaching through mentoring.  相似文献   

Overcoming the “lost before translation” problem: An exploratory study     

Nabil Amara  Julia Olmos-Peñuela  Ignacio Fernández-de-Lucio 《Research Policy》2019,48(1):22-36

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Cognitive processing and mathematical achievement: a study with schoolchildren between fourth and sixth grade of primary education     

Iglesias-Sarmiento V  Deaño M 《Journal of learning disabilities》2011,44(6):570-583

This investigation analyzed the relation between cognitive functioning and mathematical achievement in 114 students in fourth, fifth, and sixth grades. Differences in cognitive performance were studied concurrently in three selected achievement groups: mathematical learning disability group (MLD), low achieving group (LA), and typically achieving group (TA). For this purpose, performance in verbal memory and in the PASS cognitive processes of planning, attention, and simultaneous and successive processing was assessed at the end of the academic course. Correlational analyses showed that phonological loop and successive and simultaneous processing were related to mathematical achievement at all three grades. Regression analysis revealed simultaneous processing as a cognitive predictor of mathematical performance, although phonological loop was also associated with higher achievement. Simultaneous and successive processing were the elements that differentiated the MLD group from the LA group. These results show that, of all the variables analyzed in this study, simultaneous processing was the best predictor of mathematical performance.  相似文献   

An evaluation of consultation sessions for foster carers and adoptive parents     

Cara Osborne  Julia Alfano 《Educational Psychology in Practice》2011,27(4):395-413

The aim of the study was to examine whether consultation sessions provided by educational psychologists (EPs) offer a useful way of supporting foster and adoptive parents. Feedback was collected from 101 EPs and 78 foster and adoptive parents through the use of a short questionnaire at the end of each session. As might be expected, educational issues were the main focus of the sessions, although other areas such as behaviour management and emotional well-being were also addressed. In general, both EPs and carers were enthusiastic about the sessions, with carers reporting that they found it helpful to be able to discuss their concerns, receive practical advice, set goals and gain a new insight into their situation. These findings were supported by an increase in carers’ feelings of confidence, and a decrease in their feelings of concern, following the sessions. Such findings endorse the use of EP-led consultation sessions as a means of supporting foster and adoptive parents.  相似文献   

Family income, parent education, and perceived constraints as predictors of observed program quality and parent rated program quality     

Julia C. Torquati  Helen H. RaikesCatherine A. Huddleston-Casas  James A. BovairdBeatrice A. Harris 《Early childhood research quarterly》2011,26(4):453

Observed child care quality and parent perceptions of child care quality received by children in poor (below Federal Poverty Line, FPL), low-income (between FPL and 200% of FPL), and non-low-income families were examined. Observations were completed in 359 center- and home-based child care programs in four Midwestern states and surveys were received from 1313 parents whose children were enrolled in these programs. Multilevel structural equation modeling revealed that programs with higher proportions of low-income families tend to have lower observed quality than programs with a higher proportion of non-low-income families. Programs with more educated parents tended to have better observed quality, however, more educated parents tended to have lower perceptions of quality.  相似文献   

Attitudes towards languages,contact cultures and immigrant groups according to the ethnolinguistic identity of Basque students / Actitudes hacia lenguas,culturas en contacto y grupos inmigrantes según la identidad etnolingüística de escolares vascos     

Iñaki Garcia  Nekane Larrañaga  Naiara Berasategi  Maria-Jose Azurmendi 《Cultura y Educación》2017,29(1):62-96

This study analyses the influence of ethnolinguistic identity on attitudes of secondary school students in the Basque Autonomous Community (N = 1,065) towards the languages, cultures and linguistic groups in traditional contact, as well as the emergent immigrant groups. Four identity prototypes were obtained according to the ethnolinguistic identity of the subjects. The Dual prototype integrates Basque and Spanish identity, two prototypes show a polarized identity towards either Basque or Spanish identification, and the Diffuse identity prototype shows low identification with both Basque and Spanish. The results indicate that ethnolinguistic identity has an effect on attitudes towards the traditional contact languages and cultures. Ingroup favouritism can be observed in the polarized identity prototypes, although to varying degrees. The subjects’ differing degrees of Basque-Spanish bilingualism and biculturalism is associated with more inclusive attitudes. The effect of ethnolinguistic identity in relation to the emerging contact was small.  相似文献   

What did schools experience from participating in a randomised controlled study (PLAY) that prioritised risk and challenge in active play for children while at school?     

Victoria L. Farmer  Ruth P. Fitzgerald  Sheila M. Williams  Jim I. Mann  Grant Schofield  Julia C. McPhee 《Journal of Adventure Education & Outdoor Learning》2017,17(3):239-257

‘Risky’ play is an important component of play, which positively affects the cognitive, social and emotional development of children. However, a growing culture of ‘risk aversion’ may be limiting the degree of risk that children are allowed to encounter. We undertook qualitative interviews with eight schools to examine the acceptability of an intervention designed to increase risk and challenge in the school playground (e.g. more rough-and-tumble play and tree climbing). Schools were overwhelmingly positive about the approach and all enjoyed participating. Each school believed many benefits occurred from increasing risk and challenge within play, including better behaviour, improved cooperation between children and increases in physical activity. There were some challenges for schools, but these were generally research related, and all were viewed as acceptable. Indeed, schools found the process enlightening, and upon completion of the two-year intervention often viewed play in quite a different light.  相似文献   

We can,we know how. But do we want to? Teaching attitudes towards ICT based on the level of technology integration in schools     

Mercedes González-Sanmamed  Pablo-César Muñoz-Carril 《Technology, Pedagogy and Education》2017,26(5):633-647

Teachers’ attitudes towards technology are crucial to foster its use in schools and to improve its educational affordances and this is still a topic for research. This article relates the attitudes school teachers have towards information and communication technologies (ICT) with the different levels of technology integration in schools. A multiple case-study research methodology was applied, and in which the school was the unit of sampling used. Thirty-five schools from eight Spanish regions were selected, and 1222 questionnaires were collected, representing 78.9% of the sample. Three combined variables were utilised to classify schools in four different levels of technology integration. Results suggest level 4 school teachers exhibit better attitudes towards ICT, which results in creating a positive circle which improves the learning process. This becomes relevant for teacher education and professional development, as effective ICT integration in the classroom can perform as a catalyst for educational innovation.  相似文献   

Sexting and Sexuality in Romantic Relationships Among Latina/o Emerging Adults     

Donna Marie Castañeda 《American journal of sexuality education》2017,12(2):120-135

In a sample of 114 Latina/o emerging adults, ages 18 to 29, this study investigated the frequency of sexting, and gender differences in this behavior, and if sexting was related to a range of sexuality variables, including sexual satisfaction, sexual experience, sexual pleasure, and sexual permissiveness. Results show that a total of 63 (55.26%) of the sample adults had engaged in sexting behavior in the past 6 months with their romantic partner. No gender differences were found on the sexuality variables. After controlling for acculturation and comfort with sexting, hierarchical multiple regression showed that the only variable significantly related to sexting was sexual behavior. Suggestions for future research on sexting among Latinas/os in relationships and how results of this study may inform sexuality education in this group are provided.  相似文献   

Validation of a school environment survey among Colombian teachers     

Juan Pablo Román-Calderón  Mónica Patricia Ospina-Londoño  José David Garcés-Ceballos 《Learning Environments Research》2017,20(3):403-415

The article explores the validity and reliability of an instrument for measuring for the School Environment (SE) among 3610 teachers in Medellín, Colombia during 2011. A multilevel exploratory factorial analysis established through 20 items that the instrument identifies four dimensions of SE on an individual level: communication between school and teachers, between teachers and parents, teacher involvement in school decisions, sense of security (respect-safeness) and academic expectations. At a group level, the same items measure a general dimension of SE. Based upon these analyses, the instrument produced a valid and reliable school environment measure that differentiates among schools.  相似文献