School Choice May Not Be a Shangri-La     

William H. Jeynes 《Religious education (Chicago, Ill.)》2017,112(5):517-528

For the past half century, the American public school system has been on the receiving end of a considerable amount of criticism. People of faith have often been at the forefront of expressing that criticism. Attached to their criticism religious people have often called for school choice programs that include faith-based schools as the centerpiece of their ideas for reform. However, this article asserts that these reform ideas are often prepounded with little regard for the possible diadvantages of school choice. The author calls for a more balanced approach to assessing the costs and benefits of potential school choice programs.  相似文献   

Reconceptualizing Motivational Climate in Physical Education and Sport Coaching: An Interdisciplinary Perspective     

Kevin Morgan 《Quest (Human Kinetics)》2017,69(1):95-112

The purpose of this article is to re-conceptualize the phenomenon of motivational climate in Physical Education and sport coaching as a concept that is not purely psychological in nature, but also highly dependent upon pedagogical and sociological theories. In doing so, an interdisciplinary perspective is promoted where the three aforementioned disciplines combine and intersect in order to enrich teachers’ and coaches’ understanding of motivational climate. The ultimate aim is to assist practitioners in fostering an effective and stimulating learning environment. The pre-existing TARGET acronym (task, authority, recognition, grouping, evaluation and time) is used to structure the paper. These TARGET structures are further developed with links to relevant pedagogical and sociological theory to enrich them. Further, a strong emphasis is placed on ‘relationships,’ which have not previously been featured in the TARGET literature. It is anticipated that inter-disciplinary research on motivational climate will emerge from the ideas presented.  相似文献   

Achievements and challenges: Implementing a 1:1 program in a secondary school     

Therese Keane  William Keane 《Education and Information Technologies》2017,22(3):1025-1041

This longitudinal study explores one secondary school’s approach towards implementing a one computer to one student (1:1) program, which commenced in 2011. Prior to 2011, the school was not very technologically advanced, mainly due to financial constraints which impacted on infrastructure, procurement of hardware and software, the availability of computers to students and learning and teaching. This study considers the perceptions of student and teachers about the integration of the 1:1 program across the School. A mixed methodology was employed comprising qualitative interview data and questionnaires to provide quantitative responses. This enabled an exploration of the effect of the 1:1 program as reported by teachers and the students themselves, as well as the examination of a range of related issues, such as the use of the devices, as well as issues about the implementation of the program. The findings are presented in a thematic style and provide insight into how the 1:1 program was deployed each year through the lens of students and teachers. The paper concludes with recommendations for the successful implementation of a 1:1 program.  相似文献   

Learners' epistemic criteria for good scientific models     

William J. Pluta  Clark A. Chinn  Ravit Golan Duncan 《科学教学研究杂志》2011,48(5):486-511

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Social-emotional effects of early childhood education programs in Tulsa     

Gormley WT  Phillips DA  Newmark K  Welti K  Adelstein S 《Child development》2011,82(6):2095-2109

This article assesses the effects of Tulsa, Oklahoma's early childhood education programs on social-emotional outcomes, examining teacher ratings of children's behavior from the Adjustment Scales for Preschool Intervention and a measure of attentiveness using fixed effects regressions with propensity score matching. The sample includes 2,832 kindergarten students in 2006, of whom 1,318 participated in the Tulsa Public Schools (TPS) pre-K program and 363 participated in the CAP of Tulsa County Head Start program the previous year. Program participation was associated with lower timidity and higher attentiveness for TPS pre-K alumni and a marginally significant reduction in timidity for Head Start alumni. Results were similar for the free lunch-eligible subsample. We conclude that high-quality, school-based preschool programs can enhance social-emotional development.  相似文献   

Friendship moderates prospective associations between social isolation and adjustment problems in young children     

Laursen B  Bukowski WM  Aunola K  Nurmi JE 《Child development》2007,78(4):1395-1404

This longitudinal study investigated prospective links between social isolation and adjustment problems among 166 (77 girls, 89 boys) Finnish children ages 7 to 9. Peer nominations for social engagement and self-reports of internalizing and externalizing problems were collected in the spring of the 1st and 2nd grade. Friendship moderated prospective associations between peer and adjustment variables. Among friended children, there were no prospective associations between social isolation and either internalizing or externalizing problems. Among unfriended children, initial social isolation was positively linked to subsequent increases in internalizing and externalizing problems, and initial internalizing and externalizing problems predicted subsequent increases in social isolation. The findings suggest that friendship buffers against the adverse consequences associated with being isolated and presenting adjustment difficulties.  相似文献   

Autonomy and children's reactions to being controlled: evidence that both compliance and defiance may be positive markers in early development     

Dix T  Stewart AD  Gershoff ET  Day WH 《Child development》2007,78(4):1204-1221

This study examined reactions of 1-year-olds and young 2-year-olds to being controlled by mothers. Mothers' supportive behavior predicted children's willing compliance. However, contrary to research with older children, defiance was also associated with variables linked to maternal competence, specifically, mothers' supportive behavior, autonomy-granting controls, and low depressive symptoms. At this age high-defiant children initiated positive interaction with mothers more than did low-defiant children. With age, children displayed more willing compliance and more active resistance (defiance, low passivity). However, developmental increases in active resistance were absent when mothers were high in depressive symptoms. Findings are consistent with the proposal that in early development active resistance to parents often reflects children's motivation to control events, not poor parenting or strained parent-child relationships.  相似文献   

‘If you were the researcher what would you research?’: understanding children's perspectives on educational research in Mongolia and Zambia     

Julia Morgan  Tumendelger Sengedorj 《International Journal of Research & Method in Education》2015,38(2):200-218

This paper draws on data from a project undertaken with children (N?=?72) in Mongolia and Zambia. The research is distinctive in bringing together diverse children, ranging from those living on the street to those in mainstream education and involving them in discussions about educational research. Being conscious of critiques of adult-initiated research as well as being influenced by work on participatory action research and research on understanding children's perspectives, we were keen to hear the views of children about research and how research should be carried out. This included enabling children's participation in discussions about potential research areas that could be focused upon as well as discussions about ethical issues and methodology. In this paper we report on our experiences of involving children in discussions about research and explore the numerous insights that the children provided. We conclude that while understanding children's perspectives on research and including children in the research process is important there are many issues which arise from doing so and which need to be reflected upon. These include issues around power and identity, the importance of the context, including local expectations of children as well as children's prior experiences, including how ‘vulnerable’ children are represented.  相似文献   

The Effect of Data Acquisition-Probeware and Digital Video Analysis on Accurate Graphical Representation of Kinetics in a High School Physics Class     

William Struck  Randy Yerrick 《Journal of Science Education and Technology》2010,19(2):199-211

The effects of two types of two well-established microcomputer-based teaching methods were examined for their effect teaching high school students kinetics. The use of data acquisition probeware and digital video analysis were studied for their impact on students’conceptions and ability to interpret graphical relationships to real world events. The abilities of high school physics students to accurately graph kinetics using distance, velocity and acceleration in one dimensional motion varied between and among the groups. Using a split category random assignment analysis students investigated these motions with both. In a quasi experimental fashion students received similar instruction on each but in a different sequence. Students received the similar teaching in reverse order and both strategies were found to be successful and complementary. There were indications student achievement was higher for velocity–time and acceleration-time graphs using the digital video analysis method. Implications for this study on teaching tools, methodologies, curriculum development, program implementation, and assessment are discussed.  相似文献   

Consultative instructor supervision and evaluation     

William W. Lee 《Performance Improvement》2010,49(5):26-30

Organizations vary greatly in how they monitor training instructors. The methods used in monitoring vary greatly. This article presents a systematic process for improving instructor skills that result in better teaching and better learning, which results in better‐prepared employees for the workforce. The consultative supervision and evaluation model breaks monitoring into two distinct phases: supervision, for the purpose of improving instruction, and evaluation, for the purpose of rating instructors for promotion, retention, raises, and bonuses.  相似文献