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This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
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| Jean Ann (Corresponding author)Email: |
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Bonita L. Perry 《Journal of Applied Communication Research》2013,41(2):61-71
The researcher studies a community in Ohio in an attempt to change previous voting behavior involving a tax levy. This case study offers a methodology for future research. 相似文献
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Nona Tollefson D. B. Tracy E. P. Johnsen Jaclyn Chatman 《Psychology in the schools》1986,23(2):194-204
Eight learning disabled (LD) junior high school students were taught goal-setting and self-regulatory skills in a resource room setting. The training program was designed to help students set realistic goals, develop plans to achieve these goals, monitor and evaluate their own behavior, and accept responsibility for the outcome of goal-directed activities. The goal-implementation strategy was effective in increasing some students' rates of assignment completion in the resource room and the regular classroom. Following the training program, students attributed success to effort; failure was attributed to effort, luck, and task difficulty. 相似文献
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Nona Tollefson D. B. Tracy E. P. Johnsen A. W. Farmer Meredith Buenning 《Psychology in the schools》1984,21(2):224-233
A training program designed to teach Learning Disabled junior high school students to set realistic achievement goals, to expend effort to reach the goals, and to accept personal responsibility for achievement outcomes was conducted with 61 LD adolescents attending four junior high schools. Students were randomly assigned to an experimental or control group. Goal setting strategies and effort attribution training were introduced for a six-week period. Pre- to posttesting indicated that the experimental group learned to set realistic goals and to attribute achievement outcomes to the amount of personal effort expended. 相似文献
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Bonita C. Long 《Psychology in the schools》1988,25(3):314-324
This study evaluated the effectiveness of Stress-Inoculation Training (SIT) with and without an exercise component and a Minimal exercise treatment (MIN) on trait anxiety, teacher stress, and coping strategies among 66 school personnel. The findings indicate that the 8-week SIT with an exercise component was more effective than MIN in reducing anxiety and teacher stress. Both groups significantly decreased emotionfocused coping and increased preventive coping; however, problem-focused coping did not change. SIT without an exercise component did not significantly affect anxiety, stress, or coping strategies; however, there is some evidence that this was due to the cyclical nature of stress in the schools. Changes in teacher stress and coping strategies occurred mainly for those who were below the median of the sample on physical fitness and anxiety prior to beginning the program. Implications of these findings for school-based stress management programs are discussed. 相似文献
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Margaret Beecher Maurer Julia A. Gammon Bonita M. Pollock 《Cataloging & classification quarterly》2013,51(1-3):179-193
The OhioLINK CollaboraTeS Project was initiated to support cross-institutional collaborations by building a skills inventory and by defining collaborative best practices. This article discusses what was learned and defines best practices for collaboration. The authors recommend the creation of regional technical services skills inventories, and the application of management and financial best practices to collaborations. Librarians should be confident they possess these skills because many of them have been learned in other environments. Collaboration represents a bright future for libraries struggling to meet tight budgets. Providing the tools and best practices for collaboration makes it easier for libraries to participate. 相似文献