Developing a quality curriculum in a technological era     

Twining  Peter  Butler  Deirdre  Fisser  Petra  Leahy  Margaret  Shelton  Chris  Forget-Dubois  Nadine  Lacasse  Michel 《Educational technology research and development : ETR & D》2021,69(4):2285-2308

Educational technology research and development - There is considerable rhetoric internationally around the need for national curricula to reflect the changes that are taking place in the world...  相似文献   

The Relationship of Supervisory Experience, Counseling Experience, and Training in Supervision to Supervisory Identity Development     

Nadine Pelling 《International journal for the advancement of counseling》2008,30(4):235-248

The relationship between supervisory identity development and supervisory experience, counseling experience, and training in supervision was examined for Association for Counselor Education and Supervision (ACES) members. Analyses indicated that supervisory experience and training were related to supervisory identity development, whilst counseling experience was not. The implications of these findings are discussed in relation to the importance of supervisor credentials.  相似文献   

Inquiry identity and science teacher professional development     

Nadine Bryce  Sara E. D. Wilmes  Marissa Bellino 《Cultural Studies of Science Education》2016,11(2):235-251

An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff’s argument that “professional development could be designed to facilitate reflexive transformation of identity within professional learning environments” (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers’ conversations related to personal and professional efficacy in the service of improved science teaching and learning.  相似文献   

Principals in schools with a positive school culture     

Nadine Engels  Gwendoline Hotton  Geert Devos  Dave Bouckenooghe  Antonia Aelterman 《Educational studies》2008,34(3):159-174

This study focuses on the profile of principals who seem to be able to shape the school culture to best encourage teaching and learning. Data from a representative sample of primary schools (N = 46) were collected through questionnaires for principals and for teachers (N = 700) and semi‐structured interviews with the principals. Functioning, well‐being and personal characteristics of the principal, structural and cultural characteristics of school, and organisational context are examined. Compared to their opposites, principals in schools with cultures stimulating professional development, combine (1) type A, achievement‐oriented behaviour, (2) transformational leadership, (3) a preference for tasks related to education matters and people management and (4) effective time management allowing them to devote most of their time to their preferred role and task component.  相似文献   

The well‐being of teachers in Flanders: the importance of a supportive school culture     

Antonia Aelterman  Nadine Engels  Karen Van Petegem  Jean Pierre Verhaeghe 《Educational studies》2007,33(3):285-297

Research on the well‐being of teachers was conducted at the request of the Department of Education in Flanders, Belgium. The goals were: (1) to construct an instrument for the Education Inspectorate; and (2) to conduct a survey in order to identify school‐related conditions relevant for teachers’ professional well‐being. Based on literature and panel discussions with teachers and principals, a questionnaire was constructed, tested and subdivided in subscales following a factor analysis. The questionnaire was administered to a representative sample of elementary (covering both nursery and primary schools, children aged 3–12) and secondary school teachers. A multilevel analysis reveals how differences in scores can be explained at school level.  相似文献   

Promoting resiliency in adolescent girls through adventure programming     

Anja Whittington  Jeffery E. Aspelmeier  Nadine W. Budbill 《Journal of Adventure Education & Outdoor Learning》2016,16(1):2-15

This study examined whether participation in an adventure program increased the resiliency of adolescent girls. Eighty-seven girls who participated in Dirt Divas, a non-profit, adventure program, completed the Resiliency Scale for Children and Adolescents^® before and after their experience. Means-comparison tests for within-subjects designs were conducted and revealed that participants reported significantly higher levels of resilience after completing the Dirt Divas program, compared with their pre-program reports. Mixed-model repeated-measures analyses of variance showed that the changes in the girls’ resiliency were not affected by their socioeconomic status. Lastly, the long-term impact results (one month post participation) indicate that observed increases in resilience persist over time.  相似文献   

Examining the relationship between home literacy environment and neural correlates of phonological processing in beginning readers with and without a familial risk for dyslexia: an fMRI study     

Sara J. Powers  Yingying Wang  Sara D. Beach  Georgios D. Sideridis  Nadine Gaab 《Annals of dyslexia》2016,66(3):337-360

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The Influence of Additional Educational Support on Poverty-Stricken Adolescents’ Resilience and Academic Performance     

Garfield Bester  Nadine Kuyper 《Africa Education Review》2020,17(3):158-174

Abstract

Resilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents’ resilience and academic performance. A quantitative approach was followed using two schools. One was a poverty-stricken school where additional educational support was officially offered, while the other school offered normal required tuition and was located in a middle class suburb. In total, 117 Grade 9 and 10 learners participated in the research. The results indicated that resilience related positively to academic performance and to other factors which are associated with academic performance such as teacher-learner relationships, parental involvement and study methods. Additional educational support to poverty-stricken learners resulted in higher resilience and academic achievement. Amongst the variables used in the investigation, additional educational support explained the largest proportion of the variance in academic achievement, followed by resilience and cognitive development.  相似文献   

Reviews     

Jack Hydes  E. V. Humphries  Nadine Shipstone 《Literacy》1980,14(2):31-34

Peet, M. C. and Robinson, D. (1978) The Critical Examination. Morris, Helen (1979). Where's That Poem? Swatridge, C. and S. (1979) The Biblio File: an Index of prose Passages. Raggett, Michael, Tutt, Christine, qnd Raggett, Patricia (Editors), (1979) Assessment and Testing of Reading: Problems and Practices.  相似文献   

Complexity thinking mentorship: an emergent pedagogy of graduate research development     

Nadine M. Kalin  Daniel T. Barney  Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367

In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development.  相似文献