Assessing the effects of school‐wide Second Step implementation in a predominately English language learner,low SES,Latino sample     

Jacqueline A. Brown  Shane R. Jimerson  Erin Dowdy  Victoria Gonzalez  Kaitlyn Stewart 《Psychology in the schools》2012,49(9):864-875

Because school violence is widespread, social and emotional competence must be targeted. Second Step is a social and emotional violence‐prevention curriculum that teaches prosocial skills and reduces aggressive behavior. The purpose of this study was to examine the effects of Second Step implementation on students (N = 403) in preschool through fourth grade who were predominately Latino, English language learners, and from families with low socioeconomic status. The data of 165 out of the 403 students were included in the present study. Analyses consisted of paired‐samples t‐tests to identify changes in social and emotional knowledge and behavioral and emotional risk. Results showed that there was a significant increase in both social and emotional knowledge and behavioral and emotional risk following the implementation of Second Step. These results are discussed with regard to previous and future research, limitations, and implications for school practice.  相似文献   

Benefits and challenges of focus groups in the evaluation of a new Graduate Entry Medical Programme     

Debra Nestel  Amélie Ivkovic  Robyn A. Hill  Anthony N. Warrens  Paraskeva A. Paraskevas  Jacqueline A. McDonnell 《Assessment & Evaluation in Higher Education》2012,37(1):1-17

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When does an opportunity become an opportunity? Unpacking classroom practice through the lens of ecological psychology     

Melissa Sommerfeld Gresalfi  Jacqueline Barnes  Dionne Cross 《Educational Studies in Mathematics》2012,80(1-2):249-267

Drawing on ecological psychology, this paper considers how student engagement is an accomplishment of the classroom system. Specifically, this paper presents an analysis of two teachers and their students who were using a project-based unit in their mathematics classes. The two teachers used identical curricular materials, but had dramatically different personal histories of teaching and different instructional practices. Our goal is to investigate the role of the teacher in supporting student engagement by considering the kinds of opportunities to learn that were presented by the teacher, and the relationship between those opportunities to learn and the ways their students engaged. Pragmatically, this paper contributes to our understanding of how teachers’ framing of activity significantly impacts the ways that students are likely to engage tasks. Theoretically, this paper highlights the interactional nature of learning, with the goal of clarifying why learning is not simply an individual accomplishment.  相似文献   

Multicultural Children’s Literature as a Context for Teaching Mathematics for Cultural Relevance in Urban Schools     

Jacqueline Leonard  Cara M. Moore  Wanda Brooks 《The Urban Review》2014,46(3):325-348

This article reports on a teacher-research study that used multicultural texts as a context for teaching mathematics for cultural relevance during an elementary mathematics methods course. The results of the study reveal that 28 % (5 out of 18) of the teacher candidates (TCs) chose books that were culturally contextual or culturally amenable. However, 89 % (16 out of 18) of the TCs chose texts that were mathematically robust or mathematically peripheral. Four focal TCs were selected to examine how they used the texts with children to teach mathematics concepts. Math lessons fostered academic success, cultural competence, and critical consciousness. Overall, the results of the study are mixed. We conclude that some TCs’ choice of texts may reflect indifference, passive resistance, low self-efficacy, school culture, and mixed messages from the teacher–researcher. Additional studies that include follow-up interviews and classroom observations are needed to determine the factors that influence TCs’ selections of multicultural texts and their implementation of culturally relevant pedagogy with students.  相似文献   

Developing Children's Early Competencies to Engage With Science     

William A. Sandoval  Beate Sodian  Susanne Koerber  Jacqueline Wong 《教育心理学家》2014,49(2):139-152

Science educators have long been concerned with how formal schooling contributes to learners’ capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of evidence, critique methods, and other factors upon which evidence evaluation rests, evaluating sources and potential biases, and so on. Although the general discourse on education commonly suggests students are bad at such things, we review cognitive development research that demonstrates children display a variety of capabilities, even at early ages, that can be productively built upon by formal science instruction. We use this research to suggest some possibilities for formal schooling to develop children's capacities for evaluating claims within the pursuit of personally meaningful goals. We conclude with observations of useful directions our analysis opens to research.  相似文献   

Three Contemporary Dilemmas for Rural Superintendents     

Aimee Howley  Megan Eliason Rhodes  Jacqueline J. Yahn 《Peabody Journal of Education》2014,89(5):619-638

The school district is the fundamental administrative unit of schooling in the United States and the superintendent the lead official. The nature and the challenges of this position, however, vary across the landscape. Because most superintendents lead rural districts, the challenges facing those districts are the ones that typically bedevil the superintendency overall (perhaps a surprising thought to many readers). From this vantage, we theorize such challenges overall, and illustrate the theory with three episodes: (1) the continuing threats of school and district consolidation; (2) the arrival of ethnic diversity in previously all-White rural places; and (3) the leasing of school lands for mining, with a focus on hydraulic fracturing (“fracking”).  相似文献   

Toward Intentional,Reflective, and Assimilative Classroom Practices with Students with FASD     

Cheryl Poth  Jacqueline Pei  Jenelle M. Job  Katherine Wyper 《The Teacher Educator》2014,49(4):247-264

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed.  相似文献   

The BBC's written archives as a source for media history     

Jacqueline Kavanagh 《Media History》2013,19(1):81-86

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Teaching Interpersonal Psychotherapy (IPT) in an MSW Clinical Course     

Jacqueline Corcoran  Scott Stuart  Jessica Schultz 《Journal of Teaching in Social Work》2013,33(3):226-236

Interpersonal Psychotherapy (IPT) is a relatively brief psychodynamic intervention of approximately 12 sessions focusing on how current interpersonal relationships have contributed to a person’s mental health symptoms. Areas targeted for work involve significant role transitions, grief and loss, and interpersonal disputes. IPT is an evidence-based treatment for depression, bulimia nervosa, and binge eating disorders. Despite these advantages, social work students rarely receive instruction on the delivery of IPT in their graduate programs. The purpose of this project, therefore, was to begin to address this gap by implementing an IPT component in a clinical practice course and testing student knowledge pre- and post-test. An example of sample assignments involving application of IPT to student fieldwork is provided. The sample in this study involved a small number of students enrolled in a clinical course taught in the first semester of the second year of training. Students improved their knowledge score at a statistically significant level. Implications of the study are explored, with the main conclusion being that more clinical majors in MSW programs be exposed to IPT.  相似文献   

Upper Secondary Chemistry Students in a Pharmacochemistry Research Community     

Lisette van Rens  Jacqueline van Muijlwijk  Jos Beishuizen  Joop van der Schee 《International Journal of Science Education》2013,35(6):1012-1036

This study deals with the participation of 10 upper secondary chemistry students, aged 16–17, and their chemistry teacher in a pharmacochemistry research community on anti-allergy medicines at VU University, Amsterdam, The Netherlands. Participation of students in scientific research raises the question of how to bridge the gap between an upper secondary school inquiry practice and a scientific research practice. To bridge this gap, a design based on 6 principles derived from an educational model of a community of learners was proposed. The study first aimed at revealing whether the proposed principles were necessary according to the students, their teacher and three pharmacochemistry researchers for successful participation of the students in the research community. Second, the study examined whether the students' understanding of discipline-specific content knowledge, interest in scientific research and knowledge about the nature of science changed during the course of the study. Data were obtained from questionnaires, interviews and video tapes. The results indicated that according to the teacher all 6 principles were necessary to bridge the gap, whereas according to the students 1 principle and according to the pharmacochemistry researchers 2 principles were necessary but difficult to achieve. Furthermore, all students gained discipline-specific content knowledge. Their interest in scientific research exhibited a positive change and their knowledge about the nature of science increased. The implications for further research and practice are discussed.  相似文献