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151.
Edna O. Schack Molly H. Fisher Jonathan N. Thomas Sara Eisenhardt Janet Tassell Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied. 相似文献
152.
Christopher Fisher Michael Reece Brian Dodge Sonya Satinsky Dayna Fischtein 《Sex education》2013,13(2):131-144
While debates about adolescent sexuality education persist in the United States, little attention has been paid to adult sexuality education. Research suggests that teachable moments may be present in interactions between adult bookstore employees and the consumers who shop at these venues. The purpose of this study was to explore the potential for in-home sex-toy parties as an avenue for adult sexuality education for women. A total of 1197 women who facilitate in-home sex-toy parties for a large US-based company completed an online questionnaire related to their experiences facilitating these parties. As part of this larger survey, participants reported in an open-ended question the three most commonly asked questions they received when facilitating a party in the previous three months. Questions reported (n = 3149) were analyzed for commonalities using qualitative methods. Resulting themes were then compared with Sexuality Information and Education Council of the United States (SIECUS) guidelines for comprehensive sexuality education to assess the potential for teachable moments at the events. Of the 36 topical areas identified by SIECUS, 31 areas were represented in questions reported by consultants indicating a strong potential for teachable moments related to sexuality education. In-home sex-toy parties may provide an additional avenue through which to increase adult sexual literacy. 相似文献
153.
Women who test positive for a BRCA genetic mutation, but who have not been diagnosed, or 'previvors,' experience intense, chronological risk-related uncertainty. Women’s risk management medical decisions can be a way to manage their uncertainty, but little is known about how uncertainty informs their decision or how uncertainty is impacted by these medical decisions. Using an uncertainty management theoretical lens, we interviewed 46 previvors about their decision-making process. A thematic analysis revealed two uncertainty management (i.e., risk-reducing) decision-making pathways (preventive surgery and increased surveillance) with each pathway encompassing a three-part process of 1) uncertainty appraisal, 2) medical decision (i.e., uncertainty management strategy), and 3) outcomes. The findings advance theoretical thinking about uncertainty and risk management as an ongoing, distressful chronic experience, and highlight the importance of life-span phenomena in women’s decision-making process. Based on the findings, we constructed a translational tool to aid genetic counselors and previvors facing these medical decisions. 相似文献
154.
Joseph C. Smith Barnard Rudofsky Seymour L. Fisher Rhoda L. Fisher Jock Kinneir 《Communication Booknotes Quarterly》2013,44(7):75-77
Joseph C. Smith The Day the Music Died (New York: Grove Press, Inc., 1981, 12.95 cloth) Five Thousand Years of Popular Culture: Popular Culture Before Printing (Bowling Green: Bowling Green University Press, 1980, 9.95 pb) Barnard Rudofsky Now I Lay Me Down to Eat: Notes and Footnotes on the Lost Art of Living (Garden City, New York: Anchor Books, 1980, 19.95, cloth). Seymour and Rhoda L. Fisher's Pretend the World is Funny and Forever: A Psychological Analysis of Comedians, Clowns, and Actors (Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1981, 19.95, cloth) Jock Kinneir, in Words & Buildings: The Art and Practice of Architectural Graphics (New York: Watson-Guptill, - 1980, 32.50, cloth). 相似文献
155.
B. Aubrey Fisher 《Communication Studies》2013,64(4):294-301
The goals, pedagogy, and structure of the first course in speech communication often convey an unintended but nonetheless erroneous implication of audience control by a speaker. Using the persuasive campaign as the pedagogical basis for the speech fundamentals course allows for a broader range of rhetorical strategies and new criteria for evaluating student performances. Use of the persuasive campaign is also totally consistent with contemporary theories of human behavior. 相似文献
156.
Jichuan Wang James H. Fisher Harvey A. Siegal Russel S. Falck Robert G. Carlson 《Structural equation modeling》2013,20(4):319-334
Multiple indicators of HIV risk behaviors are not yet well developed in the field of drug abuse and AIDS prevention, with most research relying on single‐item measures. Weak or inconclusive statistical analyses often result from measurement errors. This study illustrates the problems of biased statistical estimates when single‐item measures with measurement errors are used. Using HIV risk behaviors among injection drug users as an example, this study shows the impact of measurement error on statistical results in path analysis. The results suggest that more attention is needed to address the issue of measurement reliability in survey data. Measurement error should be taken into account in analyzing HIV risk behaviors, and appropriate multiple indicators for a full range of HIV risk behaviors should be developed to deal successfully with the “errors‐in‐variables” problem. 相似文献
157.
The political economy of post-secondary education: a comparison of British Columbia,Ontario and Québec 总被引:1,自引:0,他引:1
A policy sociology approach is taken to examine the connections between neo-liberalism, post-secondary provincial education
(PSE) policy in Canada and the impact of those policies. Our thesis regarding the broad political economy of PSE is that over
the last two decades the adoption of this ideology has been a major cause of some dramatic changes in these policies and has
brought about a fundamental transformation of PSE in Canada. The discussion builds on a comparative, multiple, nested case
study conducted at the provincial (Québec, Ontario and British Columbia) and national level. Through the analysis of key provincial
and federal documents, the team concludes that five themes dominated the PSE policy-making process. These themes are Accessibility,
Accountability, Marketization, Labour Force Development and Research and Development. In discussing these themes, we illustrate
their impact on and within the three provincial PSE systems: BC, Ontario and Québec. In the conclusion, we place the changes
in their political and economic contexts and explicate the intended and unintended consequences of these policy priorities.
We argue that the pressure for access has led to the emergence of new institutional types, raising new questions about differentiation,
mandate and identity and new lines of stratification. A trend toward vocationalism in the university sector has coincided
with ‘academic drift’ in the community college sector, leading to convergences in programming and institutional functions
across the system, as well as competition for resources, students, and external partners. Unprecedented demand has made education
a viable industry, sustaining both a proliferation of private providers and a range of new entrepreneurial activities within
public institutions. Levels and objectives of public funding have swung dramatically over the period. Public investments in
PSE, in the form of capital grants and tuition subsidies, have alternately expanded and contracted, being at some times applied
across the board and at others targeted to specific social groups or economic sectors. Likewise, policymakers have treated
PSE at times as a mechanism for social inclusion and equality, at others as an instrument for labour force development, and
at yet others as a market sector in its own right.
相似文献
Donald FisherEmail: |
158.
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement and facilitated their own professional development. By aligning content standards with assessments and purposeful instruction, the teachers at this school developed a depth of knowledge about their content standards, improved their ability to design assessments, learned to better link assessments with instruction, and planned for intervention for students who continued to struggle with reading and writing. 相似文献
159.
Organized semantic networks reflecting distinctions within and across domains of knowledge are critical for higher-level cognition. Thus, understanding how semantic structure changes with experience is a fundamental question in developmental science. This study probed changes in semantic structure in 4–6 year-old children (N = 29) as a result of participating in an enrichment program at a local botanical garden. This study presents the first direct evidence that (a) the accumulation of experience with items in a domain promoted increases in both within- and across-domain semantic differentiation, and that (b) this experience-driven semantic differentiation generalized to nonexperienced items. These findings have implications for understanding the role of experience in building semantic networks, and for conceptualizing the contribution of enrichment experiences to academic success. 相似文献
160.
Corey Bloomfield Bobby Harreveld Rickie Fisher 《British Educational Research Journal》2020,46(1):75-91
Concerns have been raised internationally about whether alternative learning programmes are producing low-skilled labourers for rapidly disappearing twenty-first-century jobs. Researchers claim that learners in alternative programmes are more at risk due to the focus on low-level vocational and basic skill attainment, with a lack of formal academic pathways available to them. This article questions whether and in what ways an alternative learning programme supports young people to achieve successful transitions to sustainable social mobility for informed citizenship through a holistic approach to learning; or if class stratification is being re/enforced through systems’ accountability discourses. Hesitant hopes in alternative learning are explored through an ethnographic study of one alternative learning programme across five sites in regional Australia. Contextually, not-for-profit community agencies provide physical infrastructures as well as youth workers and volunteers, while a publicly funded School of Distance Education provides teacher oversight of the curriculum. Findings suggest that the theme of ‘hesitant hope’ is constructed through the analysis of the discourses of supporting wellbeing, life skill development and academic learning. These discourses facilitate further analysis of the concept of social mobility, suggesting a conceptual starting point for an engaging critique of the differing perspectives on how support could be providing these marginalised young people with a sense of hope for a socially mobile future. 相似文献