Staff development practices that successfully implemented long‐term applications of cluster grouping in two districts are analyzed, compared, and reviewed. Parallel practices and differences are discussed concerning program beginning, implementation, and maintenance. Conclusions are drawn and six steps for use and consideration by others engaged in gifted program development and implementation are suggested. These steps are: (1) conversations, (2) research, (3) choosing a course of action, (4) implementation, (5) supporting the new program initiative, and (6) maintenance and growth. 相似文献
This study examined the extent to which (a) nine US history students developed historically-grounded perspectives, and (b) the entire class engaged itself in inclusive, moral debate about historical events and issues. Inductive methods were used in this micro-ethnographic study to construct and verify its themes though interview, classroom observation and student survey. Seven students demonstrated identifiable perspectives. History was viewed by these students as personally-constructed interpretations, not as value-free chronologies. Only one student's perspective, however, was historically-grounded; other perspectives were grounded in references to contemporary issues. Evidence of moral debate was limited totwo debates observed during 24 classroom observations. These two findings seemed interconnected: students with little historical grounding to their perspectives may have little inclination toward collective, ethical critique. Moral debate consisting of student exchange of diverse historically-grounded perspectives was not the classroom norm. The debates that went into the making of American society concerned not just institutions or governing principles, but the capacity of humans to sustain those institutions. Whatever the disagreements were over other issues at the American Constitutional Convention \[in Philadelphia in 1787], the fundamental question sensed by everyone … was whether the people themselves would understand what it meant to hold the ultimate power of society, and whether they had enough sense of history and destiny to know where they had been and where they ought to be going. (Cousins; cited by Goodlad 1979: 40; emphasis added) 相似文献
The Classroom Practices Survey assesses educators’ use of differentiated instruction with students achieving at average and high levels. The purposes of this study were to investigate if the Classroom Practices Survey (1) yields reliable and valid data from the groups for which it was originally designed and (2) can be used to evaluate teachers’ differentiation practices for students who achieve at low levels. Participants included 648 elementary teachers who completed the Classroom Practices Survey for students achieving at high, average and low levels. Confirmatory factor analyses revealed that the original six-factor model was not supported by the current data. Model fit was improved with a four-factor model, but did not reach the recommended values for good model fit. Further research and possibly modifications are needed before this tool is used by researchers and schools. This study highlights the importance of periodically evaluating instruments and revising them if necessary.
Understanding what relates to the behaviours associated with derailment (i.e. failure or burnout in managerial positions) may prevent costly outcomes of derailment for the manager, co‐workers and the organization. The outcomes of derailment are especially pertinent with those working in college and university administration as many, including faculty, other staff and students, depend on these administrators. Data collected about 173 middle‐ and top‐level college and university administrators from 88 different colleges and universities across the USA revealed that self‐ and observer‐ratings (peers and direct reports) of willingness to improve negatively related to boss ratings of derailment. Specifically, the more administrators were willing to improve (and the more others believed those administrators were willing to improve), the less likely it was that bosses believed those administrators displayed the characteristics and behaviours associated with derailment. We conclude with a discussion of our findings including guidance for college and university administrators. 相似文献