Induction of newly qualified teachers in New Zealand     

Eileen Piggot-Irvine  Helen Aitken  Jenny Ritchie  P. Bruce Ferguson  Fiona McGrath 《Asia-Pacific Journal of Teacher Education》2009,37(2):175-198

In this research, commissioned by the New Zealand Teachers Council, the quality of induction of provisionally registered teachers (PRT) (newly qualified) was examined utilising qualitative ‘success case studies’ within early childhood, primary, secondary, and indigenous Māori medium settings. The establishment of criteria for effective induction (from the literature and previous research) guided the identification of 20 ‘success’ sites across the sectors. In-depth data collection of each case was conducted via focus groups, one-to-one interviews and documentary analysis. The findings of the research highlighted exemplary induction practices across the sectors, with the most important associated with PRTs having access to a community, or ‘family’, of support during their induction. An interesting finding, which contrasted with previous research, was that PRTs in the secondary sector had levels of satisfaction with their role that were as high as those in other sectors. The key limitation to effectiveness was linked to lack of time for discussions and observations of the PRT's practice.  相似文献   

Parents resourcing children’s early development and learning     

Sue Nichols  Helen Nixon  Valerie Pudney  Sari Jurvansuu 《Early Years: An International Journal of Research and Development》2009,29(2):147-161

Parents deal with a complex web of choices when seeking and using knowledge and resources related to their young children’s literacy development. Information concerning children’s learning and development comes in many forms and is produced by an increasingly diverse range of players including governments, non‐government organisations and commercial businesses. This study used a survey, interview and artefact collection to investigate mothers’ and fathers’ reported activities in seeking, accessing, producing and circulating information and resources related to children’s learning and development. Differences were found relating to parent gender and level of education. Parents’ resourcing activities are also shaped by their particular goals for their children.  相似文献   

美国大学教师退休政策变革趋势研究     

瓦莱丽·马丁·康利  杨长青  郝志伟 《清华大学教育研究》2009,30(3)

本文运用调查数据对美国大学教师退休收入计划、退休奖励计划、分阶段退休计划、退后福利情况以及退休与招聘、留用的政策进行了比较分析,充分揭示了当前美国大学教师退休政策的变革趋势,得出待遇确定型(DB)计划仍具生命力,分阶段退休计划方兴未艾和教师退休工作相比教师招聘和留用不被重视三个结论,对我国未来高等院校教师退休制度的变革提供了极好的借鉴.  相似文献   

Children’s Eyewitness Memory for Multiple Real‐Life Events     

Timothy N. Odegard  Crystal M. Cooper  James M. Lampinen  Valerie F. Reyna  Charles J. Brainerd 《Child development》2009,80(6):1877-1890

The present research examined the influence of prior knowledge on children’s free recall, cued recall, recognition memory, and source memory judgments for a series of similar real‐life events. Forty children (5–12 years old) attended 4 thematic birthday parties and were later interviewed about the events that transpired during the parties using the National Institute of Child Health and Human Development protocol. Of the events, half were generic in that they could have occurred at any birthday party, and half were specific to the theme of the party. Older children demonstrated more evidence of using gist‐based information to guide their memory performance than did younger children. However, younger children were able to use global gist to inform their source memory judgments, qualifying past word‐learning research.  相似文献   

Inquiry and Astronomy: Preservice Teachers’ Investigations of Celestial Motion     

Julia D. Plummer  Valerie M. Zahm  Rebecca Rice 《Journal of Science Teacher Education》2010,21(4):471-493

This study investigated the impact of an open inquiry experience on elementary science methods students’ understanding of celestial motion as well as the methods developed by students to answer their own research questions. Pre/post interviews and assessments were used to measure change in participants’ understanding (N = 18). A qualitative approach was used to describe the nature of each participant’s investigation through an analysis of their science journal and poster presentations. A comparison of participants’ inquiry projects with the change in their understanding revealed that while most participants improved in both their area of inquiry and beyond, elementary science methods students may need more guidance to reach a full scientific understanding across all aspects of celestial motion.  相似文献   

Motivational influences on school‐prompted interest     

Keith Ciani  Yuna Ferguson  David Bergin  Jonathan Hilpert 《教育心理学》2010,30(4):377-393

Some argue that the goal of education is to influence out‐of‐school learning activity, yet little research exists on how teachers can help students develop an interest in a topic and continue to pursue that interest outside of school. The current study tested classroom context variables from self‐determination theory (teachers’ autonomy support) and from achievement goal theory (teachers’ mastery goals) that may predict students’ school‐prompted interest above and beyond students’ mastery goals and self‐efficacy. Survey data were collected from 178 high school students in 15 mathematics classes. Hierarchical multiple regression revealed that students’ perceptions of a teacher who focuses on mastery goals account for little variance above and beyond students’ own motivation, whereas perceived teachers’ autonomy support emerged as a significant predictor. While the results are correlational and do not support causal claims, they suggest that teachers who support student autonomy might foster school‐prompted interest.  相似文献   

Quantitative and qualitative changes in teaching histology by means of virtual microscopy in an introductory course in human anatomy     

Polly R. Husmann  Valerie Dean O'Loughlin  Mark W. Braun 《Anatomical sciences education》2009,2(5):218-226

This study compares overall laboratory averages and individual test scores along with a student survey to determine the effects of using virtual microscopy in place of optical microscopes in a large undergraduate human anatomy course. T‐tests revealed that the first two laboratory examinations (of four) and the overall laboratory averages were significantly increased compared with the previous year. We hypothesize that this is due to students' ability to use and understand the technology quickly as opposed to learning how to maneuver an optical microscope. Students also responded positively in a survey about the virtual microscope, indicating that increased accessibility, ease of use, and the ability to understand the material were important components of the virtual microscope. In addition, an increase in student collaboration was noted because multiple students were able to view the image at a time. This level of acceptance of virtual microscopy has been reported in previous studies, though this level of increased examination scores is rare. We attribute this to differences between the medical students, with whom this technology has been researched in the past, and undergraduate introductory students. Anat Sci Educ 2:218–226, 2009. © 2009 American Association of Anatomists.  相似文献   

Physical Education Teacher Attitudes toward Fitness Tests Scale: Cross-Revalidation and Modification     

Xiaofen D. Keating  Jianmin Guan  Robert H. Ferguson  Li Chen  Dwan M. Bridges 《Measurement in physical education and exercise science》2013,17(2):72-87

This study aimed to provide further evidence of validity and reliability for the Physical Education Teacher Attitudes toward Fitness Tests Scale (PETAFTS), which consisted of affective and cognitive domains. There were two subdomains in the affective domain (i.e., enjoyment of implementing fitness tests and enjoyment of using test results) and one domain in the cognitive domain (i.e., beliefs in the usefulness of test results). Full-time physical education teachers (N?=?469) from two southwestern states in the United States participated in the study. Reliability and validity of the scale were examined. Alphas were computed for the entire 16-item scale, the affective and cognitive domains, and the two subdomains, respectively, to test the reliability. Confirmatory factor analysis (CFA) was employed to investigate the construct validity. The commonly used CFA indices, such as the chi square (χ²), the comparative fit index (CFI), the Tucker-Lewis Index (TLI), the goodness of fit index (GFI), and the root mean square error of approximation (RMSEA), were used to assess the fit of the data to the model. The CFA results suggested that the data from the study did not fit the original model proposed by Keating and Silverman (2004b) Keating, X. D. and Silverman, S. 2004b. Physical education teacher attitudes toward fitness test scale: Development and validation. Journal of Teaching in Physical Education, 23: 143–161. [Web of Science ®] , [Google Scholar], resulting in the elimination of item 3. The fitness of the data to the model was improved and deemed acceptable. More studies on the reliability and validity of the scale are needed in the future in order to use the scale with more confidence.  相似文献   

Erratum to: Figured Worlds and American Dreams: An Exploration of Agency and Identity Among Latinx Undocumented Students     

Aurora Chang  Mark Anthony Torrez  Kelly N. Ferguson  Anita Sagar 《The Urban Review》2017,49(4):692-692

  相似文献   

Pupil guidance: An integral part of teacher education and development in Scotland?     

Valerie Wilson  Stuart Hall  John Hall 《Teaching and Teacher Education》2007

Many schools throughout the UK are experiencing challenging behaviour from pupils and high levels of absence and exclusion as they seek to implement initiatives aimed at raising pupil attainment [National Audit Office (2005). Improving school attendance, London: The Stationery Office]. These initiatives often presuppose that pupils will receive adequate levels of guidance and support to help them make curricular, personal, social, and health decisions. However, little is heard from teachers and students undertaking initial teacher education courses on how they have been prepared for this extended role of supporting increasing diverse student populations; nor do we know how they define guidance/pupil support and integrate this with their concept of the professional role of a teacher. This article presents evidence from a one-year study of pupil support in Scotland commissioned by the Scottish Executive Education Department. The study provided evidence for The National Review of Guidance Provision in Scotland [Scottish Executive (2003). The national review of guidance. Edinburgh: Scottish Executive; Scottish Executive (2005). Happy, safe and achieving their potential. Edinburgh: Scottish Executive]. The study explored the views of all 32 local authorities in Scotland, a sample of students in training in two universities and teachers, headteachers and pupils in eight case study schools, and also a sample of their parents. This article focuses specifically on the findings relating to teachers and students in training. It identifies the ways in which they support pupils and how well they think they have been prepared for that task. Two dominant models of pupil support emerge from these data: an embedded and a specialist approach, and these vary according to school and education sector. Primary school teachers were more likely to embed pupil support into their concept of being teachers, whereas secondary teachers perceived it to be a separate, specialist function, which many were reluctant to undertake. Some implications for teacher education are highlighted.  相似文献