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DEBORAH M. OH SIMEON SLOVACEK SUSAN TUCKER ANN HAFNER 《Assessment & Evaluation in Higher Education》2003,28(3):279-295
As a response to the shortage of credentialed teachers in California, a four-year major called Urban Learning (ULRN), combining both the undergraduate and a teaching credential program was developed by professors at the Charter College of Education at California State University, Los Angeles. The assessment results of the program after its first two-year pilot period showed that ULRN students (N=153) exhibited higher motivation to learn and tended to take fuller course loads as compared to other undergraduate students at the university. This was attributed to faculty collaboration and cohort modeling of the program. Compared to students in the regular credential programs, ULRN students were more likely to remain enrolled in their program and more likely to complete the program and graduate sooner. This blended program as a whole including the assessment course appeared to have help pre-service teachers become competent as teachers. This blended program with its structure emphasizing efficiency and effectiveness was comparatively successful. 相似文献
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ANN CLARK 《Gender and education》1995,7(3):315-326
It is widely acknowledged that girls outperform boys across the curriculum in the GCSE examinations which are taken at the end of five years' compulsory secondary education. However, the gap in performance between boys and girls in modern languages is very marked and may suggest a need to reassess patterns of teaching and learning. This paper examines the differences in attitudes between boys and girls in modern languages after five years' study in an attempt to give some explanation for the considerable discrepancy in performance. Although previous research findings relating to boys' and girls' attitudes to their studies were confirmed, the significance of teacher personality and classroom practices emerged clearly from pupil interviews with both sexes. The article recognises the changes in the nature of the modern languages curriculum brought about by the introduction of GCSE and the on-going implementation of the National Curriculum, but points to the limitations and frustrations posed by these new agendas. Drawing extensively on pupil interviews, factors are highlighted which significantly affect pupils' perspectives and attitudes towards modern languages, and tentative suggestions are made which could help to improve the performance of both boys and girls in this traditionally 'female' subject. 相似文献
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ANN MARIE C. LENHARDT 《Counselor Education & Supervision》1994,34(2):102-113
A school-based substance abuse training model for counselors was sponsored by a federal grant and designed by a counselor education department. The program was successful in training counselors to design and implement prevention and intervention programs in the school setting. 相似文献
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This article provides an overview of recent interest research, focusing on the conceptualization, measurement, and generation of interest. It includes work that reflects differing theoretical backgrounds, research traditions, domains, and participants. Research on interest needs to be theoretically grounded if it is to be generally applicable and inform practice. Investigators must consider their own research questions, including learners’ age and characteristics of the learning context, in relation to the range of conceptualizations in the field. Whereas researchers’ questions should drive research on interest, their conceptualization of interest should inform their choice of measures. In addition, research addressing the ways in which interest might be generated and/or supported to develop should be aligned with both the conceptualization and measurement(s) of interest. 相似文献
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ANN MARIE CASSERLY 《Support for Learning》2011,26(1):17-24
In this article the author reports on the experiences of 20 children who attended a reading class/reading school for a placement period before returning to mainstream. While the original much larger doctoral study encompassed parents' and teachers' perspectives, this article is confined to the views of children. Their prevailing positive experiences of reading classes and schools are relayed, illustrating a snapshot of education provided in these settings, but they also provide an insight into how inclusive practices are orchestrated and function in these segregated settings. While academic and socio‐emotional gains are evident, the findings also highlight the challenges for mainstream schools in becoming more inclusive, particularly in the area of interactive approaches in addressing the needs of pupils with dyslexia. 相似文献
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DEBORAH J. JAMES MARIA LAWLOR ANN FLYNN NIAMH MURPHY PAT COURTNEY BERNIE HENRY 《Pastoral Care in Education》2006,24(4):39-48
In this article, the authors report on the evaluation of an anti-bullying programme, the cool school programme (CSP), conducted in a secondary school in Ireland. The study explored how participation in the anti-bullying programme affected students and teachers in one second-level school. The programme focused on students' faith in the teachers' ability to deal with bullying effectively, their willingness and confidence in telling a teacher about bullying and whether they felt safe in school. Teacher confidence and behaviour with regard to bullying were also explored. The study found that 91 per cent of students felt that teachers took bullying seriously. Eighty-nine per cent thought that teachers knew how to deal with bullying and 75 per cent felt able to tell a teacher if they were bullied. Eighty-seven per cent said there was a better atmosphere in their class. Ninety-three per cent of students felt safe in school. Seventy-two per cent of teachers reported greater confidence in their ability to manage bullying and 84% reported increased vigilance. Ninety-four per cent thought that students felt safer in the school. Sixty-nine per cent said there was a better atmosphere in the school. Most felt that the programme was now part of the school culture (94%) and would continue in the school (97%). The authors acknowledge that relying on reported levels of bullying may not give a complete picture of the impact of an anti-bullying intervention. They argue that researchers may need to take into consideration teacher approachability, challenging the culture of silence, responding appropriately and ensuring student safety in school when evaluating programmes. 相似文献
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