Consumerism and Gender in an Era of School Choice: A look at US Charter Schools     

Amy Stambach 《Gender and education》2001,13(2):199-216

This article concerns gendered dimensions of parental involvement in two US charter schools. Drawing on the narratives of parents who have founded charter schools, and on conversations with school administrators and parents in the main public school district, it presents an analysis of the way parent-teacher interactions are being reframed in the context of school choice. The author argues that in a context in which parents are being asked both to produce and consume new educational programs, parents-practically speaking, mothers-who involve themselves in organizing charter schools run the risk of being seen as stepping out of their roles as consumers and caregivers. The implications of mothers' involvement in charter schools for parent-teacher interactions and for the trajectory of school reform are explored.  相似文献   

An Experimental Study of Scheduling and Duration of "Tier 2" First-Grade Reading Intervention     

Denton CA  Cirino PT  Barth AE  Romain M  Vaughn S  Wexler J  Francis DJ  Fletcher JM 《Journal of research on educational effectiveness》2011,4(3):208-230

This study compared the effects on reading outcomes of delivering supplemental, small-group intervention to first-grade students at risk for reading difficulties randomly assigned to one of three different treatment schedules: extended (4 sessions per week, 16 weeks; n = 66), concentrated (4 sessions per week, 8 weeks; n = 64), or distributed (2 sessions per week, 16 weeks; n = 62) schedules. All at-risk readers, identified through screening followed by 8 weeks of oral reading fluency (ORF) progress monitoring, received the same Tier 2 reading intervention in groups of 2 to 4 beginning in January of Grade 1. Group means were higher in word reading and ORF at the final time point relative to pretest; however, the groups did not differ significantly on any reading outcome or on rates of adequate intervention response. Of potential covariates, site, age, free lunch status, program coverage rate, and tutor were significantly related to student outcomes; however, the addition of these variables in multivariate models did not substantially change results. Rates of adequate intervention response were lower than have been reported for some first-grade interventions of longer duration.  相似文献   

Establishing a School‐Wide Systematic Closed‐Loop Course Evaluation Process to Improve Course and Instructor Effectiveness          下载免费PDF全文

Jacqueline E. McLaughlin  Amy Sloane  Elizabeth Billings  Mary T. Roth 《Assessment Update》2015,27(5):3-13

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“We've Got to Keep Meeting Like This”: A Pilot Study Comparing Academic Performance in Shifting-Membership Cooperative Groups Versus Stable-Membership Cooperative Groups in an Introductory-Level Lab     

Alicia Walker  Amy Bush  Ken Sanchagrin  Jonathon Holland 《College Teaching》2017,65(1):9-16

This study examined possible ways to increase student engagement in small sections of a large, introductory-level, required university course. Research shows that cooperative group learning boosts achievement through fostering better interpersonal relationships between students. Cooperative group learning is an evidence-based instructional practice engaging students in active learning. The present study investigated whether cooperative groups with sustained-membership functioned more effectively for boosting performance than shifting-membership cooperative groups. Findings indicated that the amount of class time spent in groups influenced the impact of shifting or sustained-membership. A significant difference in performance was found for sustained-group students when group activities were used the majority of the time during recitation.  相似文献   

The Mindful Teacher: Translating Research into Daily Well-being     

Amy L. Eva  Natalie M. Thayer 《Clearing house (Menasha, Wis.)》2017,90(1):18-25

This article features a stress management approach that is becoming increasingly influential in schools: mindfulness-based stress reduction. The authors describe what it is, provide research-based evidence of its usefulness, and highlight mindfulness resources that educators can use to manage stress and improve their well-being (including coursework, daily practices, books, apps, and online audio recordings).  相似文献   

“I Bought My Degree,Now I Want My Job!” Is Academic Entitlement Related to Prospective Workplace Entitlement?     

Amy Peirone  Eleanor Maticka-Tyndale 《Innovative Higher Education》2017,42(1):3-18

Academic entitlement, a term that defines students’ expectations of academic success independent of performance, has been linked with a number of maladaptive behaviors. This study examined the potential relationship between academic entitlement and prospective workplace entitlement in a sample of Canadian students (N=1024) using an online survey. Multivariate analyses produced a significant (p<0.05) positive relationship between academic entitlement and prospective workplace entitlement. Graduate students had higher levels of prospective workplace entitlement than did undergraduates, and those pursuing degrees in Education and Law had significantly lower levels of prospective workplace entitlement than students in other areas of study. Results support a need to develop strategies to minimize entitlement beliefs prior to an individual’s entry into the workforce.  相似文献   

Preschool teachers’ self-efficacy,burnout, and stress in online professional development: a mixed methods approach to understand change     

Amy M. Roberts  Jennifer LoCasale-Crouch  Bridget K. Hamre  Faiza M. Jamil 《Journal of Early Childhood Teacher Education》2020,41(3):262-283

ABSTRACT

This mixed methods study examines the impact of online professional development on preschool teachers’ self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a 14-week online course on teacher-child interactions, which included regular homework assignments and community discussion boards. The conference and reflective writing conditions received additional supports. Regression analyses revealed that teachers who were in the course-only treatment condition had decreased self-efficacy and increased emotional exhaustion, a component of burnout, relative to the control group. However, teachers in the conference and reflective writing conditions did not experience such negative effects. Qualitative analyses suggest that all teachers tended to focus on personal challenges within the course, but teachers who had access to conference and reflective writing supports benefited from the availability of emotional outlets and/or opportunities for feedback  相似文献   

Maternal parenting and children's conscience: early security as moderator   总被引：1，自引：0，他引：1  

Kochanska G  Aksan N  Knaack A  Rhines HM 《Child development》2004,75(4):1229-1242

Socialization research is shifting from direct links between parenting and children's outcomes toward models that consider parenting in the context of other factors. This study proposed that the effects of maternal responsive, gentle parenting on child conscience are moderated by the quality of their relationship, specifically, early security. A 2-process model of early conscience development was proposed and confirmed in this longitudinal study. The child's security and trust in the caregiver, assessed at 14 months in the Strange Situation, rendered him or her receptive and eager to accept the caregiver's socialization agenda. That early security then enhanced the effectiveness of parental adaptive parenting style, observed from 14 to 45 months, in terms of promoting conscience at 56 months, which encompassed moral conduct, moral cognition, and moral self.  相似文献   

Playing With Ideas: Evaluating the Impact of the Ultimate Block Party,a Collective Experiential Intervention to Enrich Perceptions of Play          下载免费PDF全文

Rachel Grob  Mark Schlesinger  Amy Pace  Roberta Michnick Golinkoff  Kathy Hirsh‐Pasek 《Child development》2017,88(5):1419-1434

Parental attitudes shape play opportunities afforded to children in home, community, and school settings. This study presents evaluation of an intervention designed to enrich parent's conception of play and its relationship with socially valued skills and capacities. On the basis of data from 291 racially and ethnically diverse parents/caregivers of young children (median age between 3 and 6) attending an event in NYC, we find the intervention helped parents conceptualize play in complex ways and altered perceptions of its impact on children's current—but not future—lives. Multivariate analyses reveal the causal pathway for these changes as exposure to multiple play sites, rather than time at the event—a finding with direct implications for exposing parents to developmental science in community settings.  相似文献   

Mathematics Teaching as a Deliberate Practice: An Investigation of Elementary Pre-service Teachers' Reflective Thinking During Student Teaching     

Amy Roth McDuffie 《Journal of Mathematics Teacher Education》2004,7(1):33-61

In this case study I examine the reflectivepractices of two elementary pre-serviceteachers during their student teachinginternship. I extend current views ofreflective practice to create a framework for a`deliberate practitioner'. With this framework,I investigate the pre-service teachers'thinking with regard to reflective processesand how they use their pedagogical contentknowledge in their practices. My findingsindicate that the pre-service teachers usetheir pedagogical content knowledge inanticipating problematic events, and inreflecting on problematic events ininstruction. However, limits in pedagogicalcontent knowledge and lack of confidence impedethe pre-service teachers' reflection while inthe act of teaching. They were more likely toreflect on their practices outside of the actof teaching. Implications for teacher educatorsand pre-service teachers are discussed.  相似文献