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501.
Michael Brooks Tyra Turner Whittaker Yudan Wang Justin Adams Tazeur Matthews 《Counselor Education & Supervision》2023,62(4):339-354
The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research. 相似文献
502.
Jie-Qi Chen Jennifer McCray Margaret Adams Christine Leow 《Early Childhood Education Journal》2014,42(6):367-377
This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed. 相似文献
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This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development. 相似文献
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Adigun Olajumoke Beulah Fiegener Ashlyn M. Adams Curt M. 《European Journal of Psychology of Education - EJPE》2023,38(2):659-673
European Journal of Psychology of Education - National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers... 相似文献