Citizenship education in Commonwealth countries     

Julia Preece 《Compare》2014,44(5):845-847

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Representation in the Collection: Assessing Coverage of LGBTQ Content in an Academic Library Collection     

Julia Proctor 《资料收集管理》2020,45(3):223-234

Abstract

Academic library collections have been built and shaped by a focus on dominant voices and perspectives. In order for collections to reflect the value librarianship places on diversity as well as represent multiple perspectives and serve users of diverse backgrounds and identities, collections need to be assessed for coverage of content related to diversity. This article discusses the challenges inherent in engaging in such an assessment, discusses collection assessment methods, and describes an analysis performed on the Penn State University Libraries collections focused on lesbian, gay, bisexual, transgender, and queer content.  相似文献   

Writing week-journals to improve the writing quality of fourth-graders’ compositions     

Pedro Rosário  Julia Högemann  José Carlos Núñez  Guillermo Vallejo  Jennifer Cunha  Vera Oliveira  Sonia Fuentes  Celestino Rodrigues 《Reading and writing》2017,30(5):1009-1032

Students’ writing problems are a global educational concern and is in need of particular attention. This study aims to examine the impact of providing extra writing opportunities (i.e., writing journals) on the quality of writing compositions. A longitudinal cluster-randomized controlled design using a multilevel modeling analysis with 182 fourth grade students was conducted. We examined whether students’ writing quality differed when writing journals on a weekly basis for 12 weeks, compared with a control group. Three covariates were analyzed, namely: (i) the students’ attitudes towards writing; (ii) their self-efficacy in writing; (iii) and their use of self-regulation (SRL) strategies while writing. Findings have shown that students who wrote week-journals significantly improved the writing quality of their compositions and reported a higher use of SRL strategies in writing. Nevertheless, self-efficacy and attitude towards writing were found to not be related to the quality of the compositions. Moreover, data indicated that the writing quality of compositions improved along with the writing quality of the week-journals. Findings suggest the use of week-journals in class to promote writing.  相似文献   

From in-service teacher development to school improvement: factors of learning transfer in teacher education     

Benjamin Dreer  Julia Dietrich  Bärbel Kracke 《Teacher Development》2017,21(2):208-224

In-service teacher development programs are perceived as a common way to foster school improvement. Nevertheless, program evaluation to date ends with the assessment of acquired knowledge, skills, and motivation, frequently disregarding the actual learning transfer and its conditions. This study aimed to investigate how individual and situational factors interact and contribute to learning transfer in an in-service teacher development program. We tested a transfer model derived from human resources development research. One hundred and twenty-nine teachers aged 25–62 years (87% female), participating in an in-service development program, were surveyed three times during the program. Results of path analyses suggest that not only especially individual factors are critical for learning transfer in the context of school improvement, but also that program and environmental factors have important effects. They moderated the effects of the individual factors.  相似文献   

Causal Attributions and Reading Achievement: Individual Differences in Low-Income Families   总被引：2，自引：0，他引：2  

Julia T. O'sullivan  Mark L. Howe 《Contemporary educational psychology》1996,21(4):363-387

In this study the development of causal attributions about reading within low-income families was examined. Specifically, relations between children's reading achievement and their causal attributions were investigated as well as relations between the children's attributions about themselves and their parents’ attributions about them. A total 513 students from Grades 3, 6, and 9, and one parent of each student, all from low-income families, participated. Students and parents independently rated the importance of seven causal variables (effort, intellectual ability, liking for reading, the teacher, help at home, difficulty of reading material, and luck) for the students’ good and poor reading outcomes. The major findings were that (a) at each grade, students’ attributions were reliably related to their reading achievement on the Gates–MacGinitie reading comprehension test, with attributions to ability, liking for reading, and help at home especially critical; (b) at each grade, parent attributions were reliably associated with student attributions; and (c) as students’ grade in school increased, they focused more on themselves and less on others as causal determinants of their reading performance. The implications of these findings for research and education are discussed.  相似文献   

Science curricula for adaptive schools: A report from the workface     

Julia Atkin 《Research in Science Education》1984,14(1):223-229

Concluding comments An an ‘action research’ project, science curriculum development at St Columba's is ongoing as is the total school curriculum development. An outline of the development in science has been presented here to:invite comment from science educators in order to help define future directions in curriculum development; tostimulate further research in the area of curriculum development for a ‘Science for All’, and tostimulate debate about what school science, especially junior secondary science, should be.  相似文献   

Socialised subjectivity: exploring the ‘double reality’ of a doctorate of education (EdD) bulletin board     

Julia Gillen 《International Journal of Educational Research》2003,39(8):873

This paper approaches the theme of this special issue, the distinctive contribution of new technologies to collaborative thinking and learning, through an analysis of postings to an EdD bulletin board. Bourdieu's concept of habitus as socialised subjectivity is manifestly appropriate to the focus on professionality, the key theme of the course. A crucial element of the educationalists’ professional development is constituted by deliberation and dialogue, shaped in forms of a discourse associated with this community of practice. Analyses of data draw on Bourdieu's conception of the intrinsically double nature of the ‘reality’ accessible here; that in order to apprehend the ongoing construction of meanings within the bulletin board postings, we should also endeavour to attend to the ‘objective structures (spaces of positions)’ among the participants. The evidence suggests that greater success is demonstrated among learners and tutors in appropriating/demonstrating/developing their professional habitus in exchanges where symmetries in discourses are achieved, or, perhaps more accurately, asymmetries in either or both aspects of Bourdieu's ‘double nature’ of reality, are managed or avoided.  相似文献   

Students’ conscious unknowns about artefacts and natural objects     

Piedade Vaz-Rebelo  Paula Fernandes  Julia Morgado  António Monteiro 《教育心理学》2016,36(1):176-190

This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns.  相似文献   

Teacher education,motivation, compensation,workplace support,and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession     

Julia C. Torquati  Helen RaikesCatherine A. Huddleston-Casas 《Early childhood research quarterly》2007

The purposes of this study were to present a conceptual model for selection into the early childhood profession and to test the model using contemporaneous assessments. A stratified random sample of center-based child care providers in 4 Midwestern states (n = 964) participated in a telephone interview, and 223 were also assessed with the Early Childhood Environment Rating Scale—Revised or the Infant–Toddler Environment Rating Scale to rate global observed quality, and the Caregiver Interaction Scale to rate interactional quality. When the model was tested with infant–toddler and preschool teachers combined, having a Child Development Associate (CDA) predicted global observed quality, education years and child development coursework predicted compensation, and compensation predicted observed quality. When the model was tested separately for infant–toddler teachers, years of education and child development coursework predicted compensation, but none of the education variables predicted observed quality and compensation did not predict observed quality. For preschool teachers, years of education predicted compensation and having a CDA predicted observed quality, but compensation did not predict observed quality. For all of the models, only motivations for child care work predicted intention to stay in the profession. No variables in the structural equation models predicted interactional quality.  相似文献   

Picture Book Reading at Home: A Comparison of Head Start and Middle-class Preschoolers   总被引：1，自引：0，他引：1  

Clyde C. Robinson  Jean M. Larsen  Julia H. Haupt 《Early education and development》1995,6(3):241-252

This study was designed to assess the impact of taking a high quality picture book home from school daily on the at-home reading behaviors of young children and/or family members from middle and low SES backgrounds. Eighty children representing two study groups (treatment & no-treatment comparison) and two socioeconomic groups (Head Start & middle-class) composed the study sample. Treatment children selected picture books at school daily to take home over a 12-week period. Child and family picture book reading behaviors were assessed by weekly random telephone surveys. Findings indicate that taking a picture book home daily more than doubled the number of books read at home for both middle-class and Head Start treatment children over their no-treatment comparison counterparts and significantly increased the amount of time Head Start treatment children were involved in reading each day. The practicality of making high quality picture books available for preschool children to take home and the implications of increased at-home reading behaviors are discussed.  相似文献