Teamwork and Entrepreneurial Behavior among K-12 Teachers in the United States     

Roque do Carmo Amorim Neto  Vinícius Picanço Rodrigues  Kathryn Campbell  Meaghan Polega  Torrie Ochsankehl 《The Educational forum》2020,84(2):179-193

Abstract

This study attempted to identify the predictors of entrepreneurial behavior by assessing a series of variables that included teamwork skills and demographic variables, and to explore teachers’ experiences with teamwork. A sample of 367?K-12 public school teachers completed the survey. The findings indicated that teamwork predicts entrepreneurial behavior. Most participants received teamwork training through their school districts. Barriers to teamwork included time constraints, individual differences, and inability to collaborate.  相似文献   

Multicultural classrooms and cultural communities of teachers   总被引：1，自引：0，他引：1  

Kathryn A. Davis 《Teaching and Teacher Education》1995,11(6)

This paper addresses issues of teacher adoption of culturally responsive pedagogy through reporting data from a 2-year ethnographic study of a teacher education program located in the U.S.A. The research findings reveal that preservice teachers experience and ultimately adopt a meritocratic and hegemonic system of schooling in which academic performance is viewed in terms of individual abilities and based on mainstream norms. The study suggests that, for substantive changes to take place in multicultural classrooms, teacher educators need to engage in the kind of critical examination which will lead to curricular reform intended to foster alternatives to hegemonic experiences and beliefs.  相似文献   

The Schooling Experience of Adolescent Boys with AD/HD: An Australian Case Study     

Kathryn Gibbs  K. Louise Mercer  Suzanne Carrington 《International Journal of Disability, Development & Education》2016,63(6):608-622

This study explored the experience of schooling of six adolescent boys diagnosed with AD/HD from the perspectives of the boys, their mothers and their teachers. The study utilised social constructionism as the theoretical orientation and the Dynamic Developmental Theory (DDT) of AD/HD as the explanatory framework. Utilising a multiple, instrumental case-study, data were collected by means of semi-structured individual and focus group interviews as well as a review of school reports across a two year period. Findings of the study suggest that taking medication as prescribed together with supporting the students to make and manage friendships, utilising classroom strategies that support learning, and providing an engaging classroom environment are important considerations to promote a positive schooling experience for adolescents with AD/HD.  相似文献   

Written language of deaf and hard-of-hearing students in public schools     

Antia SD  Reed S  Kreimeyer KH 《Journal of deaf studies and deaf education》2005,10(3):244-255

We obtained data on the writing of 110 deaf or hard-of-hearing students attending public schools who completed the spontaneous writing portion of the Test of Written Language. The average written quotient for the sample was in the below-average range but within 1 standard deviation of the test mean. Forty-nine percent of the sample received written quotients within or above the average range. Mean scores for the three subtests of contextual conventions, contextual language, and story construction were within the low-average range; between 55% and 68% of students scored within the average or above-average range for the subtests. Predictors of writing quotients were eligibility for free lunch, grade, degree of hearing loss and gender; however, only 18% of the variance in total writing quotients was explained by these variables. The data indicate that attention needs to be paid to the writing ability and instruction of many public-school students regardless of degree of hearing loss.  相似文献   

What is normal,true, and right: a critical discourse analysis of students’ written resistance strategies on LGBTQ topics     

Kathryn Jaekel 《International journal of qualitative studies in education》2016,29(6):845-859

This study examines how students perform resistance to lesbian, gay, bisexual, transgender, and queer topics in their written reflections in a higher education diversity course. Using a three-tiered critical discourse analysis , this article maps students’ resistant textual devices in their written reflections, analyzes the institutional setting of the course, and examines how the larger social discourse plays an important role. Findings suggest that students engage in resistance and (re)produce oppressive discourse in part due to the institutional and larger social discourse of the course and the topic. Implications suggest the need to promote to course instructors how language can (re)position students in a place of privilege.  相似文献   

‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions     

Lucy Spowart  Jennie Winter  Rebecca Turner  Penny Burden  Kathryn Ann Botham  Reema Muneer 《高等教育研究与发展》2019,38(6):1299-1312

ABSTRACT

With increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised.  相似文献   

The related effects of item characteristics in measures of epistemological beliefs     

Kathryn J. Pope  Gillian A. Mooney 《Africa Education Review》2016,13(2):1-16

Personal epistemology is concerned with people’s beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions aimed at eliciting epistemological assumptions on our interpretations of an individual’s assumptions, namely the level of directness with which questions targeted assumptions, the domainspecificity of the question, and whether the questions were open or closed-ended. A paper-and-pencil measure was designed to manipulate these variables, and the interpretations made about the assumptions of 35 postgraduate Psychology students were compared. The results suggested that the characteristics do exert an influence and caution is raised regarding the validity of methodologies that are used in the study of personal epistemology.  相似文献   

Design,validation, and use of an evaluation instrument for monitoring systemic reform     

Kathryn Scantlebury  William Boone  Jane Butler Kahle  Barry J. Fraser 《科学教学研究杂志》2001,38(6):646-662

Over the past decade, state and national policymakers have promoted systemic reform as a way to achieve high‐quality science education for all students. However, few instruments are available to measure changes in key dimensions relevant to systemic reform such as teaching practices, student attitudes, or home and peer support. Furthermore, Rasch methods of analysis are needed to permit valid comparison of different cohorts of students during different years of a reform effort. This article describes the design, development, validation, and use of an instrument that measures student attitudes and several environment dimensions (standards‐based teaching, home support, and peer support) using a three‐step process that incorporated expert opinion, factor analysis, and item response theory. The instrument was validated with over 8,000 science and mathematics students, taught by more than 1,000 teachers in over 200 schools as part of a comprehensive assessment of the effectiveness of Ohio's systemic reform initiative. When the new four‐factor, 20‐item questionnaire was used to explore the relative influence of the class, home, and peer environment on student achievement and attitudes, findings were remarkably consistent across 3 years and different units and methods of analysis. All three environments accounted for unique variance in student attitudes, but only the environment of the class accounted for unique variance in student achievement. However, the class environment (standards‐based teaching practices) was the strongest independent predictor of both achievement and attitude, and appreciable amounts of the total variance in attitudes were common to the three environments. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 646–662, 2001  相似文献   

Instructional principles for self-regulation     

Kathryn Ley  Dawn B. Young 《Educational technology research and development : ETR & D》2001,49(2):93-103

The purpose of this article is to suggest principles for embedding support in instruction to facilitate self-regulation (SR) in less expert learners. The principles are based on an analysis of the growing body of research on the distinctive self-regulation differences between higher and lower achieving learners. The analysis revealed four instructional principles that designers should consider to provide support for self-regulation. Each principle is supported by research and instructional examples are included.  相似文献   

Increasing on‐task behavior in the classroom: Extension of self‐monitoring strategies     

Natalie A. Amato‐Zech  Kathryn E. Hoff  Karla J. Doepke 《Psychology in the schools》2006,43(2):211-221

We examined the effectiveness of a tactile self‐monitoring prompt to increase on‐task behaviors among 3 elementary‐aged students in a special education classroom. Students were taught to self‐monitor their attention by using the MotivAider (MotivAider, 2000), an electronic beeper that vibrates to provide a tactile cue to self‐monitor. An ABAB reversal design was used for each participant. Results indicated that upon implementation of the self‐monitoring intervention, students increased on‐task behavior from a mean of 55% to more than 90% of the intervals observed. Additionally, teachers and students provided high ratings of treatment acceptability of this self‐monitoring intervention. Limitations, implications, and future directions of these findings are discussed. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 211–221, 2006.  相似文献