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71.
Successful peer mentoring in university settings is the result of relationships among students, mentors, and instructors. Findings from this study indicate that even in programs where training is ongoing and established, assumptions cannot be made about the understanding of the roles, risks, and benefits involved in such relationships. This study demonstrates that students, instructors, and mentors all have different perspectives about a mentor’s role and how that role should be enacted. Connecting link, peer leader, learning coach, student advocate, and trusted friend were identified as predominant roles enacted by mentors. Also described are risks and benefits for being or having a peer mentor. 相似文献
72.
Educating English language learners (ELLs) presents a challenge for teachers and policy makers; the population of ELLs increases, yet their achievement trails that of their native English-speaking peers. In November 2002, Massachusetts voters supported a law that mandated Sheltered English Immersion (SEI) as the primary means of instruction for ELLs, effectively ending transitional bilingual education. This report examines key considerations in educating ELLs, and in implementing SEI in Massachusetts schools. It also presents case studies of three schools making significant strides with ELLs through innovative programming built around SEI methods yet maintaining important bilingual education practices that promote educational equity. Cross-case analysis identified themes about strategic data use, staff recruitment, and supports for students and families. 相似文献
73.
74.
This article illustrates some ways in which observations of typically-developing infants can inform music therapy and other
work with children with disabilities. The research project that is described examines typical infant development with special
attention to musical relatedness and communication. Videotapes of sessions centering on musical play with typically-developing
infants and of music therapy sessions of children with multiple severe disabilities are examined in light of developmental
issues, conceptual frameworks, and relationships between typical development and developmental issues of children with disabilities.
Greenspan’s model of psychosocial development is used as a basis for analyzing observations.
This research was conducted over a period of several years. Portions of what is reported here were presented at the European
Music Therapy Congress, Naples, Italy (Wheeler and Stultz 2001) and the 10th World Congress of Music Therapy, Oxford, UK (Wheeler and Stultz 2002). Thanks to Elizabeth Rightmyer for very helpful feedback on the article. 相似文献
75.
Steve Wheeler Peter Yeomans Dawn Wheeler 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):987-995
This paper explores the potential for wiki‐type open architecture software to promote and support collaborative learning through the use of student‐created content. It delineates some of the affordances and constraints of wiki software as an open architecture that has the potential to facilitate collaborative learning through community‐focused enquiry. It seeks to promote debate in this key area of development, and highlights some recent key contributions to the developing discourse on social software in what has been termed ‘the architecture of participation’. 相似文献
76.
77.
Deborah L. Wheeler 《Ethics and Information Technology》2006,8(3):131-142
This article uses the NetCorps Jordan project as a case study of the ways in which Information Technology transforms social and economic life at the grass roots. Particular attention is paid to the role of gender in shaping such processes. In the end, this essay explores the motivations, the hopes and the results of one Arab country’s IT4 D experiment using the narratives of the participants as a guide. It is clear from the analysis below that culture, context and gender play a significant role in who gets to do what with IT. 相似文献
78.
79.
Tip-of-the-Tongue experiences (TOTs) are often accompanied by incorrect answers (blockers) that come to mind persistently
and seem to block recall. According to the blocking hypothesis, blockers cause retrieval difficulty during TOTs. We predicted
that delay would allow participants to forget their blockers, and thereby enhance TOT resolution. In Experiment 1 participants
were asked trivia questions and then retested on the ones that elicited TOTs, either immediately or after a delay. There was
an incubation effect overall, with greater TOT resolution after a delay than on an immediate test. Contrary to the blocking
hypothesis, however, delay did not enhance resolution of blocked TOTs more than non-blocked TOTs. In Experiment 2, during
the retest, participants were reminded of their previous blockers on some questions, but the reminders did not affect TOT
resolution. These findings suggest that blockers may be a side effect, not a cause, of retrieval difficulty during TOTs.
This paper is based on the first author’s Master’s thesis. 相似文献
80.
Ron Toomey Corresponding author Judith Chapman Janet Gaff Jacqueline McGilp Maureen Walsh Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34
This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all. 相似文献