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61.
This is an exploration of what can happen when a rich, complex, challenging text is read aloud in class, of how students make meanings and connections with their own lives (and of how mysterious these processes often are). 相似文献
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This is a narrative of the author reading—with his students in a remedial English class at a community college in Brooklyn, New York—a story by Leo Tolstoy about a shoemaker's awakening through reading. As it recounts the students' reactions and the instructor's remarks, it quotes the story ‘Where Love Is, There God Is Also’ piece by piece. For the instructor, Tolstoy's story is problematic, for the story is patently religious (and his students are widely divergent in their beliefs, he is an atheist and the college is emphatically and legally secular), and yet its deeper significance, he hopes, is that it dramatises the deep thinking and feeling that only reading seems able to provide. 相似文献
64.
Income and Social Rank Influence UK Children's Behavioral Problems: A Longitudinal Analysis 下载免费PDF全文
Elisabeth A. Garratt Tarani Chandola Kingsley Purdam Alex M. Wood 《Child development》2017,88(4):1302-1320
Children living in low‐income households face elevated risks of behavioral problems, but the impact of absolute and relative income to this risk remains unexplored. Using the U.K. Millennium Cohort Study data, longitudinal associations between Strengths and Difficulties Questionnaire scores and absolute household income, distance from the regional median and mean income, and regional income rank were examined in 3‐ to 12‐year‐olds (n = 16,532). Higher absolute household incomes were associated with lower behavioral problems, while higher income rank was associated with lower behavioral problems only at the highest absolute incomes. Higher absolute household incomes were associated with lower behavioral problems among children in working households, indicating compounding effects of income and socioeconomic advantages. Both absolute and relative incomes therefore appear to influence behavioral problems. 相似文献
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This study reports on the development and assessment of two mentoring programs, one for new faculty and one for new graduate teaching assistants. The first program was an externally funded, elaborate program; and it suggested the centrality of factors such as sustained, involving relationships for best outcomes with protégés. The second project, with newcomers to graduate study, demonstrated that a simpler program focusing on involvement within the pair and group meetings produces promising results. From both these projects, we developed a replicable model of systematic mentoring; and we obtained a clear picture of the styles and skills of exemplary mentors.Peg Boyle: Graduated from the State University of New York at Stony Brooknow resides in Boone, North Carolina 相似文献
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A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
68.
In this study, the authors empirically test a model of sport behaviour that integrates both team identification and a network theory approach to understand attendance at intercollegiate ice hockey games. Grounded within the brand community triad, ego network data were collected among attendees to measure the fan-to-fan connections that constitute the horizontal relationships of brand community participants. Additionally, a multidimensional team identification measure was used to illustrate the vertical relationship between individual and team. Both measures were included in a structural equation model to test how both fan-to-fan and fan-team relationships explain attendance. The results from the model support the salience of both dimensions of the brand community triad, suggesting that understanding sport fan behaviour necessitates including both psychological and structural elements of behaviour. Future suggestions for extending the study of sport fans through structural networks are discussed. 相似文献
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Bob Croasdale Jeff Evans Jerry L. Moreno Harry O. Posten Andy Begg John Bernard Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7
The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986 相似文献