Author: Betty J. Bennett
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 398

Get Book Here

Book Description

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 584

Get Book Here

Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.

Author: Judith L. Irvin
Publisher: National Middle School Association
ISBN: 9781560901204
Category : Middle school students
Languages : en
Pages : 388

Get Book Here

Book Description
This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) "Young Adolescent Development" (Eccles and Wigfield); (2) "Enhancing Self-Concept/Self-Esteem in Young Adolescents" (Lipka); (3) "Motivation and Middle School Students" (Anderman and Midgley); (4) "The Effects of Interdisciplinary Teaming on Teachers and Students" (Arhar); (5) "Teaching with Time on Your Side: Developing Long-Term Relationships in Schools" (McLaughlin and Doda); (6)"Middle Level Discipline and Young Adolescents: Making the Connection" (Bennett); (7) "Ability Grouping: Issues of Equity and Effectiveness" (Mills); (8) "Differing Perspectives, Common Ground: The Middle School and Gifted Education Relationship" (Rosselli); (9) "Inclusion" (Hines and Johnston); (10) "A Multifaceted Approach to Teaching Limited Proficiency Students" (VanNess and Platt); (11) "Assessment" (Stowell and McDaniel); (12) "Middle Level Competitive Sports Programs" (Swaim and McEwin); (13) "Middle Level Curriculum's Serendipitous History" (Toepfer); (14) "Effects of Integrative Curriculum and Instruction" (Vars); (15) "Curriculum for Whom?" (Brazee); (16) "Curriculum for What? The Search for Curriculum Purposes for Middle Level Students" (Beane); (17) "Current Issues and Research in Middle Level Curriculum: On Conversations, Semantics, and Roots" (Powell and Faircloth); (18) "Middle Level Teacher Preparation and Licensure" (McEwin and Dickinson); (19) "Multicultural Issues in Middle Level Teacher Education" (Hart); (20) "Improving Urban Schools: Developing the Talents of Students Placed at Risk" (Mac Iver and Plank); (21) "Service Learning and Young Adolescent Development: A Good Fit" (Schine); (22) "Home-School Partnerships: A Critical Link" (Brough); (23) "Organizational Trends and Practices in Middle Level Schools" (Valentine and Whitaker); (24) "A Bona Fide Middle School: Programs, Policy, Practice, and Grade Span Configurations" (Hough); (25) "Components of Effective Teams" (Trimble); (26) "Transition into and out of Middle School" (Mizelle and Mullins); (27) "Collaboration and Teacher Empowerment: Implications for School Leaders" (Clark and Clark); (28) "Women in Leadership Roles" (Clark and Clark); (29) "The Middle Level Principalship" (Valentine, Trimble, and Whitaker); and (30) "Setting a Research Agenda" (Hough and Irvin). Each chapter contains references. (HTH)

Author: Randy Reuben Hoyer
Publisher:
ISBN:
Category :
Languages : en
Pages : 242

Get Book Here

Book Description
This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary. This study identified perceived structural and instructional critical attributes of interdisciplinary teaming at the middle school. Through interviews with principals and teachers, data was collected on critical attributes of interdisciplinary teaming in areas such as the formation of teams and the implementation of interdisciplinary teaming as a process with specific functions, both structural and instructional in nature. The critical attributes identified in this study were associated with the results from two earlier studies on interdisciplinary teaming conducted by Hackmann et al. (2002) and Valentine et al. (1993). Additionally, this study gathered data from participants on the perceived benefits and challenges of interdisciplinary teaming. Using purposeful sampling, principals and teacher participants were selected from a school district located in a metropolitan city in Texas. There were a total of 13 middle schools in the school district and five schools were selected for participation in the study. From the five middle schools, ten participants were surveyed and interviewed for this study; five principals and five teachers. The researcher conducted interviews over the telephone with each of the participants. Data collected from the interviews were analyzed using descriptive statistics. Findings indicated that critical attributes of interdisciplinary teaming, identified earlier by Hackmann et al. (2002) and Valentine et al. (1993), were generally associated with results from the current research. The critical attributes were developed from the following categories: Team characteristics, team membership, team planning time, and curriculum design practices. The second part of the study described perceived benefits and challenges of interdisciplinary teaming. In general, participants identified more benefits than challenges. Specifically, participants found interdisciplinary teaming to be beneficial in the areas of relationships, instruction, and parent communication. Challenges in the implementation of interdisciplinary teaming were described by both groups of participants. Implications for school officials who are trying to maintain interdisciplinary teaming in the face of budgetary constraints will necessitate a balanced look at effectiveness and efficiency. Further inquiry into an important relationship between interdisciplinary teaming and student achievement is also necessary.

Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245

Get Book Here

Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Author: Lisa Depaola
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

Get Book Here

Book Description
The purpose of this study was to explore the effects and impact of interdisciplinary teaming on teacher practices and efficacy. This study revealed the perspectives of eight 7th and 8th grade teachers, who teach one of the core disciplines (English Language Arts, Mathematics, Science, and Social Studies) and the school principal by interviewing them for this case study in an Essential Elements School-to-Watch in Nassau County, New York. It included perceptions from the other 7th and 8th grade teachers on interdisciplinary teams through focus groups and observations during team meetings. Document analysis was performed on artifacts that were collected during the observations. Data were triangulated in order to reveal emerging and prevalent themes regarding the perceptions of teachers about interdisciplinary teaming. There is a need to explore effective interdisciplinary teaming and its effect and impact on teaching practices and teacher efficacy in a middle school environment. Proponents suggest that teachers on interdisciplinary teams in middle schools will have a strong sense of belonging and that their teaching practices will be changed and influenced by each other. In addition, teachers and students feel part of this small community team, which will lead to success for both groups. The National Forum, National Association of Middle Schools, and Essential Elements Schools-to-Watch believe that interdisciplinary teaming is a middle school best practice. Therefore, this study explored the impact of different factors that contribute to a successful interdisciplinary team that emerge through the teachers' perceptions regarding practices and efficacy.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587

Get Book Here

Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.

Author: Susan M. Drake
Publisher: ASCD
ISBN: 0871208407
Category : Education
Languages : en
Pages : 191

Get Book Here

Book Description
If you've ever thought that standards-based teaching and required content prevent you from integrating subject areas, then here's a book that will change the way you think and alert you to exciting new possibilities in your approach to teaching. Learn how to identify the connections in your standards that provide the basis for interdisciplinary units. Explore all types of integrated curriculum and how they bridge content standards to authentic, relevant learning experiences. And understand how to create interdisciplinary units that provide data-based evidence of student learning. A planning template and detailed examples of successful integrated curriculums are included to help you implement integrated curriculum in practice. Discover how you can make learning more exciting for students--and rewarding for you.

Author: George D. Kuh
Publisher: John Wiley & Sons
ISBN: 1118046854
Category : Education
Languages : en
Pages : 422

Get Book Here

Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

Author: Fengfeng Ke
Publisher: Springer
ISBN: 3030043398
Category : Education
Languages : en
Pages : 156

Get Book Here

Book Description
This book represents a four-year research and development project. It presents a phenomenological examination and explanation of a functional design framework for games in education. It furnishes a rich description of the experiences and perceptions of performing interdisciplinary collaborative design among experts of very diverse fields, such as learning systems design, architectural design, assessment design, mathematics education, and scientific computing.