Beyond the paycheck: Chinese rural teacher well-being and the impact of professional learning and local community engagement     

Yipeng Tang  Wenjie He  Laura Liu 《Teachers and Teaching》2018,24(7):825-839

This paper proposes a theoretical framework to understand the structure and determinants for rural teacher well-being (TWB), with a focus on key factors that can mediate low pay and poor work conditions, specifically teachers’ professional learning (PL) and community engagement (CE). This framework was tested using structural equation model in a sample of 3155 rural teachers in China. The quantitative results confirmed a second-order factor structure for TWB, evidencing the significant impact of pay satisfaction and the mediating effects of PL and CE of rural teachers. Implications encourage policymakers to strengthen rural TWB by enhancing PL and community connections, while continuing to seek ways to improve pay and work conditions.  相似文献   

你的空闲时间值多少钱     

Laura Vanderka 《大中专文苑》2018,(8)

正一位作家帮助女儿的学校图书馆售书募款。他请假一周筹备这个活动,得到了很多乐趣。他花时间陪女儿和她的朋友,帮助并鼓励孩子们读书。但售书活动只募到150美元。如果他那一周去工作,能挣很多钱,都可以捐给图书馆。问题在哪里?他与人讨论,他是否做了正确的事情。当他要求我为此写篇文章的时候,我告诉他,我并不认为这一定是个非此即彼的选择。或许他在那一周能做一点工作,也可以找另一位家长帮忙,这样就能既贡献了金钱,也贡献了时间。  相似文献   

A complex adaptive system approach to evaluation: application to a pay-for-performance program in the USA     

Rick Mintrop  Laura Pryor  Miguel Ordenes 《Educational Assessment, Evaluation and Accountability》2018,30(3):285-312

Evaluators frequently confront situations in which local programs struggle to meet the expectations and requirements specified by the external program funder. How can evaluators meaningfully evaluate programs (for both the funder and grantee) in situations in which the external program logic clashes with local complexities? This paper discusses complex adaptive system (CAS) evaluations as one method that addresses this question. To exemplify a CAS evaluation approach, we use the case of a pay-for-performance program, the Teacher Incentive Fund (TIF) program, a United States federal program implemented in numerous jurisdictions. Evaluation findings generated through a complex adaptive system approach have the potential to inform policy as well as assist the local program with ongoing improvements.  相似文献   

Predictors and Outcomes of Early vs. Later English Language Proficiency Among English Language Learners     

Halle T  Hair E  Wandner L  McNamara M  Chien N 《Early childhood research quarterly》2012,27(1):1-20

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.  相似文献   

Electrophoretic evidence for complex formation in casein. A correction     

Laura E. Krejci 《Journal of The Franklin Institute》1942,234(2):197-201

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Bottom line: What does “Quality” look like?     

Barbara Jacoby  Laura A. Dean 《About Campus》2010,15(3):29-32

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A Student- and Staff-developed Anti-bullying Initiative     

Laura Knights 《Pastoral Care in Education》1998,16(1):33-34

This paper on a successful anti-bullying initiative in a Cambridgeshire village college has the added interest that it is written by one of the pupils involved in its development. We learn not only about the scheme but how involvement in it felt from a pupil's point of view. The fact that the pupils directly involved saw the initiative as successful gives an added indication of its value.  相似文献   

Impact of question-answering tasks on search processes and reading comprehension     

Raquel Cerdán  Eduardo Vidal-Abarca  Tomás Martínez  Ramiro Gilabert  Laura Gil 《Learning and Instruction》2009,19(1):13-27

This study examined the effect of (a) high- and low-level questions and (b) reading the text before the questions asked on performance, delayed text recall, and deep text comprehension, as well as on specific text-inspection patterns. Participants were 37 undergraduate students who answered either high- or low-level questions using the software Read&Answer to read and answer questions on the computer screen. Additionally, half of the sample read first a text and then answered the questions (reading-first condition), whereas the other half answered the questions without having read the text in advance (no-reading-first condition). All participants had the text available to search for the answer. Results indicated that high-level questions facilitated deep comprehension but not immediate performance or delayed recall of text, independently of the reading condition, and that high- and low-level questions differentially affected text-inspection patterns.  相似文献   

Dynamic Classes and Eager Students     

Laura L. Carruth 《CBE life sciences education》2012,11(2):135-136

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Infant Pathways to Externalizing Behavior: Evidence of Genotype × Environment Interaction     

Leslie D. Leve  David C. R. Kerr  Daniel Shaw  Xiaojia Ge  Jenae M. Neiderhiser  Laura V. Scaramella  John B. Reid  Rand Conger  David Reiss 《Child development》2010,81(1):340-356

To further the understanding of the effects of early experiences, 9-month-old infants were observed during a frustration task. The analytical sample was composed of 348 linked triads of participants (adoptive parents, adopted child, and birth parent[s]) from a prospective adoption study. It was hypothesized that genetic risk for externalizing problems and affect dysregulation in the adoptive parents would independently and interactively predict a known precursor to externalizing problems: heightened infant attention to frustrating events. Results supported the moderation hypotheses involving adoptive mother affect dysregulation: Infants at genetic risk showed heightened attention to frustrating events only when the adoptive mother had higher levels of anxious and depressive symptoms. The Genotype × Environment interaction pattern held when substance use during pregnancy was considered.  相似文献