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671.
Nicholas Bowskill Jonathan Foster Vic Lally David McConnell 《International Journal for Academic Development》2013,18(2):93-106
The Computer Based Collaborative Group Work (CBCGW) Project is an institutional Teaching and Learning Technology Programme (TLTP) Project based in the Department of Educational Studies. The Project aims to support those within and beyond institutional boundaries in the exploration and uptake of collaborative work in a networked environment. This paper reviews examples of current practices in online professional development from around the world and considers some of the issues for providers of academic support. This will in turn be used to contextualize the response to these needs being developed by the Project. 相似文献
672.
673.
Simon Larose Diane Cyrenne Odette Garceau Marylou Harvey Frédéric Guay Fanny Godin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):419-439
In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group. 相似文献
674.
Florence Chang Gisele Crawford Diane Early Donna Bryant Carollee Howes Margaret Burchinal 《Early education and development》2013,24(2):243-269
The current study examined the social and language development of 345 Spanish-speaking pre-kindergartners who attended pre-kindergarten programs that varied widely in how much Spanish was spoken in the classroom by the teacher. Previous studies on English language learners have focused on how the language of instruction impacts children's language proficiency, ignoring the context in which children are learning. The current study found better social skills and closer teacher—child relationships in classrooms where teachers spoke some Spanish. Teacher ratings of children's peer social skills and assertiveness were positively associated with increased amounts of Spanish being spoken. More Spanish language use in the classroom was also related to a decrease in children's likelihood of being victims of aggression as rated by independent observers. The findings have implications for better understanding how policy decisions regarding language of instruction impact children in the social domain. As early education programs are faced with the challenging task of developing best practices for English language learners, it is essential that programs are attentive to the social implications of language. 相似文献
675.
“The most important words in the teaching profession are ‘I have an idea.’ Someone needs to be there who is genuinely interested in hearing that idea or it will get lost.” — Margaret, Science Teacher of 22 Years
相似文献
676.
Janay B. Sander Jill D. Sharkey PhD NCSP Roger Olivarri Diane A. Tanigawa Tory Mauseth 《Journal of educational and psychological consultation》2013,23(4):288-315
Background factors that correlate with juvenile delinquency are consistent across the interdisciplinary literature base. Yet, information about the process of how risks relate to outcomes, especially within school settings, is limited. Researchers used qualitative methods to examine school and interpersonal experiences from the perspective of juvenile offenders and their families. Sixteen families were recruited from juvenile probation facilities in 2 different geographic regions. Consensual Qualitative Research methods yielded consistent themes, including the central role of advocacy to obtain appropriate school services, the importance of flexibility in discipline policies, classroom experiences that shaped outcomes, and the importance of nonjudgmental social support for the adolescents and their parents. The findings and recommendations for school consultants are presented from a preventionist standpoint, and self-determination theory is discussed in relation to future juvenile delinquency research. 相似文献
677.
Central to our understanding of learning is the relationship between various tools and technologies and the structuring of disciplinary subject matter. One of the staples of early science education curriculum is the use of electrical circuit toolkits to engage students in broader discussions of energy. Traditionally, these concepts are introduced to youth using battery packs, insulated wire and light bulbs. However, there are affordances and limitations in the way this toolset highlights certain conceptual aspects while obscuring others, which we argue leads to common misconceptions about electrical circuitry. By contrast, we offer an alternative approach utilizing an e-textiles toolkit for developing understanding of electrical circuitry, testing the efficacy of this approach for learning in elective settings to pave the way for later classroom adoption. This study found that youth who engaged in e-textile design demonstrated significant gains in their ability to diagram a working circuit, as well as significant gains in their understanding of current flow, polarity and connections. The implications for rethinking our current toolkits for teaching conceptual understanding in science are discussed. 相似文献
678.
M. Cynthia Logsdon Diane Eckert Roselyn Tomasulo John Myers 《The Journal of perinatal education》2013,22(3):166-170
Postpartum depression (PPD) occurs in 13% of new mothers internationally, but many do not receive treatment. In the Western world, hospital-based perinatal nurses have extended contact with new mothers and are in a unique position to teach them to recognize symptoms of and seek treatment for PPD. In this replication study framed by self-efficacy theory, teaching new mothers about PPD was predicted by a nurse’s self-efficacy related to PPD teaching, expectations for teaching from supervisor, PPD continuing education, teaching experience on other topics, and experience with observing other nurses teaching patients about PPD. The results of the study demonstrate the importance of the climate created by the nursing supervisor in which teaching about PPD is expected and facilitators of effective patient teaching are available. 相似文献
679.
This study reviewed the effect of class size, grades given, and academic field on student opinion of instruction. Data analysis showed that there were no significant correlations between variables of the three groups: (a) class size and student opinion of instruction; (b) grades given and student opinion of instruction, and (c) college and national academic field rankings and student opinion of instruction. These results leave teacher effectiveness as the most likely variable to explain ratings of student opinion of instruction. 相似文献
680.
Diane Thomas 《Community College Journal of Research & Practice》2013,37(6):499-500
The Distance-Education Testing Center at Greenville Technical College uses both traditional and technology-based exam protocols. It serves as an outstanding example of how automated testing opportunities are being successfully provided to thousands of “virtual campus” students who have elected to engage in e-learning as an alternative to conventional classroom instruction. 相似文献