Search results for: Social influences
Page 1/2 15 items
“I'll Squeeze It In”: Transforming Preservice Classroom Teachers' Perceptions Toward Movement Integration in Schools
This study examines preservice classroom teachers (PCTs) personal health behaviors and perceived barriers toward movement integration (MI) in schools. The findings reveal that the PCTs became more aware of and made changes to their lifestyles through participation in PEPI. Although PCTs perceived the presence of organizational barriers in implementing MI, they consistently believed in the benefits of MI. Helping PCTs to become aware of and make changes to their lifestyles will strengthen their beliefs as prospective agents of change in the health and well-being of their students.
Updated: Jun. 05, 2016
This article that aims to chart the contemporary landscape of research on teacher preparation and certification. It is based on a review of more than 1,500 studies published between 2000 and 2012. The framework combines ideas from the sociology of knowledge and research as social practice. The article also examines the practices of researchers who are differently positioned from one another, have divergent purposes and audiences, and who work both inside and outside teacher education.
Updated: Dec. 28, 2015
This study describes one novice teacher’s efforts to advocate on behalf of LGBT students despite the resistance that she faced from sociocultural factors influencing her students, classroom, and her teaching practices.
Updated: Jul. 07, 2015
This article analyses how critical theories’ justification of the goal of emancipation for educational actors hinges on intellectual inequality, the ignorance-knowledge continuum, and the hierarchical perception of social relations. It introduces networked-hutong siwei to reconceptualise critical teacher education that centres on developing teachers’ predispositions and skills to better mobilise and engage the critical capabilities of educational actors.
Updated: Jun. 14, 2015
In this article, the authors use post-structural concepts to focus on the influence of three co-existing and interweaving perspectives: protectionist, participatory and post-structural. Each of these foregrounds different issues in the process of gaining consent for research involving children or young people.
Updated: Aug. 25, 2014
Assessing Neighborhood Racial Segregation and Macroeconomic Effects in the Education of African Americans
The triangulated approach of this review assesses (a) the association of a neighborhood’s racial segregation and low level of economic resources to less academic success, (b) whether certain neighborhood social processes lower children’s educational performance, and (c) if residential opportunity leads to improvements in educational performance after children leave impoverished and segregated neighborhoods for integrated and middle-class areas.
Updated: Mar. 14, 2012
Promoting Peaceful Coexistence in Conflict-Ridden Cyprus: Teachers’ Difficulties and Emotions towards a New policy Initiative
This article looks at teachers’ perceptions of difficulties and emotions about a recent policy initiative in the Greek-Cypriot educational system to promote peaceful coexistence. The findings indicate that most Greek-Cypriot teachers recognized the importance of cultivating peaceful coexistence in schools. However, the survey also documented a significant lack of readiness and willingness to implement the new objective, coupled with doubts regarding its feasibility.
Updated: Nov. 17, 2011
The purpose of this article is threefold. 1. To present a conceptual understanding of regulation of motivation highlighting three core facets. 2. To review prior empirical work documenting the regulation of motivation across contexts. and 3. To discuss social influences on the development of regulation of motivation that include modeling, scaffolding, direct instruction, and sociocultural processes. The article concludes that it is argued that motivational regulation is a critical aspect of self-regulated learning that must be studied more thoroughly.
Updated: Oct. 10, 2011
Learner-Centeredness and Teacher Efficacy: Predicting Teachers' Consequence Concerns regarding the Use of Technology in the Classroom?
In this study, the authors explored the influence of teachers' learner-centered beliefs and teacher efficacy on consequence concerns. The results of this study indicated that learner-centered beliefs and teacher efficacy significantly influence consequence concerns.
Updated: May. 30, 2011
The present review examines academic and policy research in search of explanations, emphasizing what is known about challenges stemming from three levels of influence: the macro-level opportunity structure; institutional practices; and the social, economic, and academic attributes students bring to college. The paper also discusses potential and ongoing reforms that could increase rates of community college success by addressing one or more areas of influence. It is concluded that increasing success in the open-access, public 2-year sector requires reforms directed at multiple levels and cannot be achieved with either student- or institution-focused incentives alone.
Updated: Feb. 28, 2011