Assessing the Worth of the College Degree on Self-perceived Police Performance     

Diana L. Bruns  Jeff W. Bruns 《Journal of Criminal Justice Education》2015,26(2):121-146

Many formal policies have suggested that officers need a college degree; however, policies forced little change in practices of American police organizations. Six hundred-fifty patrol officers employed in 12 medium-sized police departments in three Midwestern states were surveyed as to their current educational attainment and job performance. The purpose of this study was to determine the relationship between educational level and police performance.  相似文献   

Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies     

Campbell  Todd  Longhurst  Max L.  Wang  Shiang-Kwei  Hsu  Hui-Yin  Coster  Dan C. 《Journal of Science Education and Technology》2015,24(5):562-579

Journal of Science Education and Technology - While access to computers, other technologies, and cyber-enabled resources that could be leveraged for enhancing student learning in science is...  相似文献   

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice     

Melissa L. Shirley  Karen E. Irving 《Journal of Science Education and Technology》2015,24(1):56-68

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Testing After Worked Example Study Does Not Enhance Delayed Problem-Solving Performance Compared to Restudy     

Tamara van Gog  Liesbeth Kester  Kim Dirkx  Vincent Hoogerheide  Joris Boerboom  Peter P. J. L. Verkoeijen 《Educational Psychology Review》2015,27(2):265-289

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Blogging to enhance in-service teachers’ professional learning and development during collaborative inquiry     

Katia Ciampa  Tiffany L. Gallagher 《Educational technology research and development : ETR & D》2015,63(6):883-913

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Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study     

Kendall Jeffries DeLoatche  Kathy L. Bradley-Klug  Julia Ogg  Jeffrey D. Kromrey  Ashley N. Sundman-Wheat 《Early Childhood Education Journal》2015,43(4):271-279

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Instruction Via Web-Based Modules in Early Childhood Personnel Preparation: A Mixed-Methods Study of Effectiveness and Learner Perspectives     

Heidi L. Hollingsworth  Chih-Ing Lim 《Early Childhood Education Journal》2015,43(2):77-88

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Students’ Perspectives on LGBTQ-Inclusive Curriculum     

Shannon D. Snapp  Hilary Burdge  Adela C. Licona  Raymond L. Moody  Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265

Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed.  相似文献   

Design-Based Research Within the Constraints of Practice: AlgebraByExample     

Julie L. Booth  Laura A. Cooper  Alexandra Huyghe  Kenneth R. Koedinger  E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100

Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion.  相似文献   

Changing the English Classroom: When Large-scale ‘Common’ Testing Meets Secondary Curriculum and Instruction in the United States     

Sandra K. Cimbricz  Matthew L. McConn 《Changing English: An International Journal of English Teaching》2015,22(4):393-404

This article explores the intersection of new, large-scale standards-based testing, teacher accountability policy, and secondary curriculum and instruction in the United States. Two federally funded consortia – the Smarter Balanced Assessment Consortium and the Partnership for Readiness of College and Careers – prove focal to this paper, as these two organisations are creating new tests that will assess 42–49% of the K–12 student population in the United States in 2014–2015. Because greater teacher accountability for student performance will be given for these tests, there is more reason to pay attention to what these tests measure and what they do not. Our analysis suggests that these new tests will hold secondary English teachers accountable for literacy and disciplinary knowledge outside the field of English and thus raise important questions about what English teachers should, can and will do, especially when their jobs are on the line.  相似文献