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Educational Assessment, Evaluation and Accountability - 相似文献
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This study investigated the degree to which religious pluralistic language varies as a function of the intergroup salience of a context and religious orientation. Based on a 2 (Religious Salience of Context) × 3 (Religious Salience of Topic) experimental design, participants (N = 239) were instructed to compose an e-mail to an interactional partner based on the randomly assigned condition. Messages were coded for religious pluralistic language, and participants completed measures of religious orientation and evaluations of the conversational partner. Modest effects were found for both intergroup salience of the context and topic as well as religious orientation. 相似文献
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Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth. 相似文献
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Teacher Evaluation, Leadership and Learning Organizations 总被引:1,自引:0,他引:1
Douglas R. Davis Chad D. Ellett Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301
This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described. 相似文献
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Pamela Carter Speaks Sarah Burkhead Whittle Carl Farinelli Renée L. Cambiano Ronald M. Cambiano 《The Reference Librarian》2015,56(4):259-273
This article proposes the coresearch engagement model (CoRE), which addresses how the academic research librarian can become a coresearch partner with any patron. The CoRE model is an interpersonal process and is founded upon the concepts of mutual respect, collaboration, reciprocity, and empowerment. Grounded in Howard Gardner’s multiple intelligences theory, Malcolm Knowles’ andragogical model, and guidelines from the Reference and User Services Association, CoRE has the potential to result in engagement for the librarian and patron. The CoRE model can be utilized in many ways including self-awareness and development for those who need and want to expand their abilities as a research librarian. It provides a theoretical framework and a knowledge base, in addition to giving a context for further development by expanding, comparing the related theories for further research, and implementing various applications suggested by this article. 相似文献
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You can lead a horse to water but you cannot make him learn: Smartphone use in higher education 下载免费PDF全文
Chad C. Tossell Philip Kortum Clayton Shepard Ahmad Rahmati Lin Zhong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):713-724
Smartphone technology is penetrating world markets and becoming ubiquitous in most college settings. This study takes a naturalistic approach to explore the use of these devices to support student learning. Students that had never used a smartphone were recruited to participate and reported on their expectations of the value of smartphones to achieve their educational goals. Instrumented iPhones that logged device usage were then distributed to these students to use freely over the course of 1 year. After the study, students again reported on the actual value of their smartphones to support their educational goals. We found that students' reports changed substantially before and after the study; specifically, the utility of the smartphone to help with education was perceived as favorable prior to use, and then, by the end of the study, they viewed their phones as detrimental to their educational goals. Although students used their mobile device for informal learning and access to school resources according to the logged data, they perceived their iPhones as a distraction and a competitor to requisite learning for classroom performance. 相似文献
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Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large‐scale cross‐sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification. 相似文献
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