Teacher Consultation to Enhance Implementation of School-Based Restorative Justice     

Ashley M. Mayworm  Jill D. Sharkey  Kayleigh L. Hunnicutt  K. Chris Schiedel 《Journal of educational and psychological consultation》2016,26(4):385-412

ABSTRACT

Restorative justice (RJ) is an alternative approach to school discipline that has been gaining recognition in the public and academic spheres as a way to engage students who misbehave in school. RJ has promise to address racial/ethnic, gender, and disability disproportionality in school discipline. One aspect of school-based RJ that has received almost no attention in the literature is the professional development and ongoing support of teachers in schools using RJ. This article provides a review of extant literature on school-based RJ, teacher training, and consultation methods. Integrating the empirical literature on school consultation and teacher professional development, we argue that schools should implement a multitiered model of professional development to build teacher competency in RJ, specifically including the use of targeted teacher consultation. The proposed model is complementary to an RJ framework, systematic, and capable of evaluation; future research is needed to evaluate its effectiveness in practice.  相似文献   

Why Delay Kindergarten Entry? A Qualitative Study of Mothers' Decisions     

Andrea M. Noel  Joan Newman 《Early education and development》2003,14(4):479-498

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Professional development to increase teacher behavior‐specific praise: A single‐case design replication          下载免费PDF全文

Nicholas A. Gage  Nicolette M. Grasley‐Boy  Ashley S. MacSuga‐Gage 《Psychology in the schools》2018,55(3):264-277

Effective classroom instruction is contingent upon successful classroom management. Unfortunately, not all teachers successfully manage classroom behavior and need in‐service professional development. In this study, we replicated a targeted professional development approach that included a brief one‐on‐one training session and emailed visual performance feedback to increase novice teachers’ use of behavior‐specific praise, an evidence‐based classroom management skill. Dependent variables collected through direct observation included teachers’ behavior‐specific praise along with average student engagement and disruptions. Four elementary teachers participated and, based on a multiple‐baseline single‐case design, we found a functional relationship between the targeted professional development and teachers’ increased use of behavior‐specific praise. However, because of variability and one teacher's limited response, effect sizes were small for behavior‐specific praise and little change was observed in student behaviors. These findings warrant further research to determine which classroom management skills affect student behaviors overall, as well as continued evaluation of this professional development model and using school‐based coaches.  相似文献   

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children     

Jeffrey J. Martin  Brigid Byrd  Alex Garn  Nate McCaughtry  Noel Kulik  Erin Centeio 《The Urban Review》2016,48(3):403-418

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The effects of conditioned taste aversions on schedule-induced polydipsia: An analysis of the initiation and postpellet temporal distribution of licking     

Anthony L. Riley  Cora Lee Wetherington  Ashley M. Wachsman  Harris A. Fishman  Mary A. Kautz 《Learning & behavior》1988,16(3):292-298

Animals poisoned following the schedule-induced consumption of saccharin initially continued to drink following spaced pellet deliveries. Neither the initiation of postpellet drinking (i.e., bout, initiation) nor the size and duration of the bouts was effected by the conditioned aversion procedure. With repeated conditioning trials (i.e., repeated pairings of saccharin and LiCl), schedule induced drinking was eventually reduced. The specific components underlying schedule-induced consumption, however, were differentially affected by the aversion training. Specifically, the decrease in schedule-induced drinking was effected primarily by a decrease in licking occurring between 10 and 60 sec after pellet delivery. Bout initiation and licking immediately postpellet (i.e., within the first 10 sec following pellet delivery) were most resistant to suppression and appeared to be responsible for the relative insensitivity of schedule-induced drinking to conditioned taste aversions. The differential effects of taste aversion conditioning on individual components of elicited behavior are discussed.  相似文献   

Effective practices for creating transformative informal science education programs grounded in Native ways of knowing     

Elizabeth Mack  Helen Augare  Linda Different Cloud-Jones  Dominique Davíd  Helene Quiver Gaddie  Rose E. Honey  Angayuqaq O. Kawagley  Melissa Little Plume-Weatherwax  Lisa Lone Fight  Gene Meier  Tachini Pete  James Rattling Leaf  Elvin Returns From Scout  Bonnie Sachatello-Sawyer  Hi’ilani Shibata  Shelly Valdez  Rachel Wippert 《Cultural Studies of Science Education》2012,7(1):49-70

There are a growing number of informal science education (ISE) programs in Native communities that engage youth in science education and that are grounded in Native ways of knowing. There is also a growing body of research focusing on the relationship between culture, traditional knowledge, and science education. However, there is little research documenting how these programs are being developed and the ways in which culture and Western science are incorporated into the activities. This study outlines effective practices for using Native ways of knowing to strengthen ISE programs. These effective practices may also be used to promote change in formal education. The authors combine an overview of current research in informal science education with personal interviews with educators engaged in ISE programs offered to youth both on and off tribal reservations as well as experts in Indigenous education. Participating individuals and programs included Native communities across the United States, including Alaska and Hawai??i. Keeping in mind that each community is unique, ISE programs that are grounded in Native ways of knowing will benefit by utilizing the effective practices outlined here as a guide for starting or strengthening existing ISE programs relevant to the needs of their communities.  相似文献   

IV. STABILITY OF ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE     

Ashley M. Groh  Glenn I. Roisman  Cathryn Booth‐LaForce  R. Chris Fraley  Margaret T. Owen  Martha J. Cox  Margaret R. Burchinal 《Monographs of the Society for Research in Child Development》2014,79(3):51-66

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V. CAREGIVING AND CONTEXTUAL SOURCES OF CONTINUITY AND CHANGE IN ATTACHMENT SECURITY FROM INFANCY TO LATE ADOLESCENCE     

Cathryn Booth‐LaForce  Ashley M. Groh  Margaret R. Burchinal  Glenn I. Roisman  Margaret T. Owen  Martha J. Cox 《Monographs of the Society for Research in Child Development》2014,79(3):67-84

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‘Behind the teacher's back’: an ethnographic study of deaf people's schooling experiences in the Republic of Ireland     

Noel Patrick O'Connell  Jim Deegan 《Irish Educational Studies》2014,33(3):229-247

Historically, the valuing of deaf children's voices on their own schooling has been underrepresented in educational policies, curriculum frameworks and discursive practices and, in particular, in the debates and controversies surrounding oralism and Irish Sign Language in deaf education in Ireland. This article discusses children's everyday lived experiences of oralism and Irish Sign Language using ethnographic interviews and observational methods. The data yielded narrative understandings of how deaf children's schooling experiences served as a cauldron for the development of time, space and relational domains for individual and collective self-expression, cultural production and reproduction of the secret lore and understandings of Irish Sign Language and development of a hidden curriculum of sign language in a policy and practice context dominated by oralism. This paper concludes with recommendations for the development of a sign bilingual curriculum across the full scope and sequence of schooling in Ireland.  相似文献   

Foreign Cinema     

Noel Burch  Peter Cowie  Peter Morris 《Communication Booknotes Quarterly》2013,44(4):84-85

Noel Burch, To the Distant Observer: Form and Meaning in the Japanese Cinema (Berkeley: University of California Press, 1979 – $19.50/ $9.75)

Peter Cowie, Dutch Cinema: An Illustrated History (South Brunswick, New Jersey: A. S. Barnes, 1979–$12.00)

Documentary and Educational Films of the 1930s (244 pp.)

Films of Comment and Persuasion of the 1930s (256 pp.)

Peter Morris, Embattled Shadows: A History of Canadian Cinema, 1895-1939 (Montreal: McGill-Queens University Press, 1978–$19.95/$7.95)  相似文献