Authors: Cheryl A. Franklin & Jennifer L. Snow-Gerono
Institution: Boise State University
Abstract: This article reports research conducted to describe the perceptions of mentor teachers in elementary schools who work with preservice teachers in local school-university partnerships. Teachers shared how their lives in elementary schools/classrooms have changed as a result of new standardized testing requirements. Results focus on how accountability structures influence an increase in stress or pressure on teachers, how standardized testing influences a decrease in job satisfaction for teachers, and how standardized testing influences the narrowing of curriculum and instruction in elementary classrooms. In order to fight against the negative consequences of standardized testing and the implementation of assessment and accountability structures in line with new educational policy, teachers, administrators, and teacher educator must be aware of the perceptual influences at the classroom level.
Reference: Franklin, C. A., & Snow-Gerono, J. L. (2007). Perceptions of teaching in an environment of standardized testing: Voices from the field. The Researcher, 21(1), 2-21
Authors: Helen Gerretson & Lori Reinsvold
Institutions: University of Southern Florida; University of Norther Colorado
Abstract: This paper is a report on a formative evaluation study of science and mathematics teachers’ perceived professional development needs to support their classroom and professional use of computer-based technology. Surveys and interviews provided data on perceived needs, how program activities could best address integrating technology into professional work and perceived outcomes. This study suggests that attaining success in increasing technology use by teachers is based on at least two considerations: (a) All aspects of technology use should center first on pedagogical concerns, rather than on attending to details of technology and (b) Teachers and staff should accept learning as a collaborative endeavor; staff guidance is necessary to facilitate all phases of learning, as teacher participants advance from novice inquirers toward becoming confident, autonomous users.
Reference: Garretson, H., & Reinsvold, L. (2007). Science and mathematics teachers’ professional use of computerbased technologies. The Researcher, 21(1), 22-31.
Authors: Penee W. Stewart, Susan S. Cooper, & Louise R. Moulding
Institution: Weber State University
Abstract: Metacognition includes knowledge and regulation of one’s thinking processes. Although there has been abundant research into the development of children’s metacognition, relatively little research has focused on the development of adult metacognition. This study examined the metacognitive skills of adults as they develop naturally with age. The Metacognitive Awareness Inventory was completed by 214 pre-service and experienced teachers. Results indicated that metacognition improves significantly with age and with years of teaching experience. Male and female participants showed no significant difference in metacognition, and teachers of grades from preschool to post-secondary showed no significant difference in metacognition. Numerous suggestions for future research emerged from this study.
Reference: Stewart, P. W., Cooper. S. S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
An Inquiry of Young Adults’ Perceived Efficacy and Success of Intimate Relationships: Gender and Personality Differences
Authors: Jeanne W. Rothaupt & Suzanne Young
Institutions: University of Wisconsin-Stout; University of Wyoming
Abstract: The purpose of this study was to explore gender and traits of introversion and extraversion in relationship to intimacy self-efficacy and success in intimate relationships of young adults. Intimacy self-efficacy ratings were obtained from 74 adults who participated in a Marriage and Intimacy course at a Western university. The two personality types (introversion and extraversion) differed significantly on intimacy self-efficacy, with extraverts reporting greater intimacy self-efficacy (M=3.33) than introverts (M=3.14). Males (M=3.32) and females (M=3.37) were not found to differ significantly, nor was there a significant interaction between gender and personality type. Also, there were no significant differences in beliefs about overall success in intimate relationships. Although it appears that personality traits of introversion and extraversion influence intimacy self- efficacy, the question remains as to why this is so.
Reference: Rothaupt, J. W., & Young, S. (2007). An inquiry of young adults’ perceived efficacy and success of intimate relationships: Gender and personality differences. The Researcher, 21(1), 41-49.
© Copyright 2015 nrmera.org