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151.
In this article, we describe the peer-response workshop we conducted in an ethnically and linguistically diverse secondary school classroom in an urban center in the southwest. We show how the three main parts of the workshop combine to help students cultivate writing relationships in which they see writing as social and co-constructed, rather than as a solitary act performed for the teacher. 相似文献
152.
ABSTRACTCritical Participatory Action Research (CPAR) requires communicative space to develop shared understandings and decisions. We examine the interactional accomplishment of such a space between a classroom practitioner and an academic researcher when meeting to reflect on a lesson and agree on future action to bring about change in the practitioner’s classroom practice. Conversation analysis of an audio recording of the meeting establishes how advice giving emerged and was managed as a delicate matter that required achieving shared understandings of what actually happened in the lesson, what could have happened, and what should happen in future lessons. Findings provide insights into how participants used reported and hypothetical speech to manage advice and reach agreement, produce and maintain intersubjectivity through interaction, and address epistemic asymmetry related to the differing experiences and roles that they brought to the action research study. Overall, the article contributes understandings of the ways that interactions produce communicative space in CPAR. 相似文献
153.
Christina Cortez-Jugo Aisha Qi Anushi Rajapaksa James R. Friend Leslie Y. Yeo 《Biomicrofluidics》2015,9(5)
Nebulizers have considerable advantages over conventional inhalers for pulmonary drug administration, particularly because they do not require coordinated breath actuation to generate and deliver the aerosols. Nevertheless, besides being less amenable to miniaturization and hence portability, some nebulizers are prone to denature macromolecular drugs due to the large forces generated during aerosolization. Here, we demonstrate a novel portable acoustomicrofluidic device capable of nebulizing epidermal growth factor receptor (EGFR) monoclonal antibodies into a fine aerosol mist with a mass median aerodynamic diameter of approximately 1.1 μm, optimal for deep lung deposition via inhalation. The nebulized monoclonal antibodies were tested for their stability, immunoactivity, and pharmacological properties, which confirmed that nebulization did not cause significant degradation of the antibody. In particular, flow cytometry demonstrated that the antigen binding capability of the antibody is retained and able to reduce phosphorylation in cells overexpressing the EGFR, indicating that the aerosols generated by the device were loaded with stable and active monoclonal antibodies. The delivery of antibodies via inhalation, particularly for the treatment of lung cancer, is thus expected to enhance the efficacy of this protein therapeutic by increasing the local concentration where they are needed. 相似文献
154.
155.
Brandon M. Butler Elizabeth Burns Christina Frierman Katrice Hawthorne Alisa Innes James A. Parrott 《Studying Teacher Education》2014,10(3):255-274
Educators require support as they move from classroom to higher education settings. This collaborative self-study provides insight into one such support space, a doctoral seminar titled Pedagogy of Teacher Education, and how our identities as educators and future teacher educators developed through participation in the course. Several important themes emerged as we negotiated and adopted new identities as educators, and future teacher educators and researchers. These themes include our development of a collaborative mindset, a teacher educator-researcher perspective, and a critical self-awareness. The findings draw on our professional and personal histories to explore the prominent features that influenced and shaped our identities as educators and future teacher educator-researchers. In sharing our development as educators and future teacher educators, this article provides insights into the ways in which doctoral students in education begin to develop their identities and pedagogies through guided support from more experienced teacher educators. 相似文献
156.
Matthew R. Holliday Adriana Cimetta Christina A. Cutshaw David Yaden Ronald W. Marx 《Journal of Education for Students Placed at Risk》2014,19(3-4):125-147
The economic status of families and their children's learning outcomes are closely related. For example, children living in poverty tend to score worse on measures of reading and math performance than their more affluent peers, and this achievement gap is present by kindergarten. In this study, we identified protective factors associated with school readiness among an Arizona sample of children living at or below the federal poverty line (N = 230). Using multiple linear regression, we examined the association between assessments of school readiness, health status, childcare hours, home language, parent engagement, and parent education. We found that increased weekly childcare hours and better health were associated with higher proficiency in math, literacy, and approaches to learning, and may serve as resilience factors for children in poverty that may contribute to closing the achievement gap. 相似文献
157.
Christina Cipriano Michael J. Strambler Lauren H. Naples Cheyeon Ha Megan Kirk Miranda Wood Kaveri Sehgal Almut K. Zieher Abigail Eveleigh Michael McCarthy Melissa Funaro Annett Ponnock Jason C. Chow Joseph Durlak 《Child development》2023,94(5):1181-1204
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed. 相似文献
158.
Reflecting on the current status of multicultural education in higher education institutions, we examine Grow Your Own Teachers, a progressive, innovative program that not only embodies and enacts major principles of multicultural education, but also represents an ongoing effort to redefine and revitalize multicultural education within teacher preparation. 相似文献
159.
Christina Larocco 《Cultural and Social History》2013,10(4):509-526
ABSTRACTThis article explores the home as a site of ‘scientific’ enquiry in eighteenth-century Britain and Ireland via the experiences of female experimenters. The focus of their investigation was the cultivation of silkworms for the purposes of making silk and substituting expensive foreign imports with domestic manufacture. This research argues that enquiry was just one of many domestic practices and that the relationship between domestic labour and intellectual work was enmeshed. The spaces and objects of home, alongside the tacit knowledge of its inhabitants, provided a flexible context for experiment, which was accessible to a broad section of eighteenth-century society. 相似文献
160.
Telling it How it is: Accounts of Academic Life 总被引:1,自引:0,他引:1
Several kinds of account of what academic life is like are available. This article reviews three of these – academic novels, the professional media and 'how to' guides produced for academics – and makes some comparisons with the picture presented by academic research on higher education. These genres convey multiple, partial, diverse and competing accounts. Understanding their messages is interesting, useful and important to those interested in academic life. 相似文献