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981.
Rachael A. Richter 《Journal of Teaching in Social Work》2019,39(4-5):344-360
ABSTRACTResearch in distance education has investigated student satisfaction and learning outcomes, comparing face-to-face with online delivery formats, and tested various technological tools, but has yet to consider alternative pedagogies. Liberatory pedagogy facilitates critical thinking, awareness, reflection and social action around constructs such as race, gender, and class. This paper uses Scholarly Personal Narrative to explore opportunities and challenges of implementing liberatory pedagogy within a virtual classroom. Themes include identity, body, mind, spirit, voice, authenticity, and self-actualization. Liberatory pedagogy emphasizes critical consciousness of oppression, aligns with professional values and ethics, encourages societal well-being, and would appear to enhance online social work education. 相似文献
982.
Joan L. Whipp R. A. Lorentz 《Educational technology research and development : ETR & D》2009,57(2):169-192
While literature suggests that college students may be less reluctant to seek help in online rather than traditional courses,
little is known about how online instructors give help in ways that lead to increased student help seeking and academic success.
In this study, we used theories and research on learning assistance and scaffolding, teacher immediacy, social presence, and
academic help seeking to explore through a cross-case study design how three online instructors differed in their use of cognitive
and social supports and how those differences related to student perceptions of support, help seeking, and performance. Primary
data sources included all course postings by the instructors, interviews with the instructors, observational field notes on
course discussions, student interviews, and final student grades. Archived course documents and student discussion postings
were secondary data sources. Data analysis revealed that while all instructors provided cognitive and social support, they
varied in their level of questioning, use of direct instruction, support for task structuring, and attention to group dynamics.
This variation in teaching presence related to differences across the courses in student perceptions of support, student help
seeking in course discussions, and final course grades. Implications for online teaching and suggestions for further research
are offered.
相似文献
Joan L. WhippEmail: |
983.
Michael Silver Chad R. Lochmiller Michael A. Copland Ann Marie Tripps 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):215-232
Administrators need intense support in their early years in their jobs to master the demands of the position and to emerge as effective leaders for their schools. This article reports on a leadership coaching program offered by a university to support graduates as they transition to new school leadership roles. First year research results of the Program for New Principals indicate that all of the program participants felt that the coaching program was a positive addition to the induction experience for new administrators. New principals viewed coaching positively and emphasized that it is both a valuable and unique form of professional development. Both coaches and new principals cited personalized support as one of the coaching model's most significant assets. The results should inform the development of a model of leadership coaching for new administrators. 相似文献
984.
985.
E. A. Pleshkevich 《Scientific and Technical Information Processing》2015,42(4):239-244
The problem of the emergence and development of documentocentrism as a theoretical and methodological approach that views a document as a basic principle is discussed. 相似文献
986.
Daniel A. Wagner Nathan M. Castillo Katie M. Murphy Molly Crofton Fatima Tuz Zahra 《Prospects》2014,44(1):119-132
In recent years, the advent of low-cost digital and mobile devices has led to a strong expansion of social interventions, including those that try to improve student learning and literacy outcomes. Many of these are focused on improving reading in low-income countries, and particularly among the most disadvantaged. Some of these early efforts have been called successful, but little credible evidence exists for those claims. Drawing on a robust sample of projects in the domain of mobiles for literacy, this article introduces a design solution framework that combines intervention purposes with devices, end users, and local contexts. In combination with a suggested set of purpose-driven methods for monitoring and evaluation, this new framework provides useful parameters for measuring effectiveness in the domain of mobiles for literacy. 相似文献
987.
Giles LV Warburton DE Esch BT Fedoruk MN Rupert JL Taunton JE 《Journal of sports sciences》2012,30(3):261-267
The purpose of this study was to determine the effects of short-term normoxic and hypoxic exercise on plasma endothelin-1 and nitric oxide levels, and the relationship of arterial compliance and pulmonary artery pressure to endothelin-1. Seven endurance-trained males completed two incremental and two steady-state exercise tests performed at ventilatory threshold in normoxia and hypoxia (fraction of inspired oxygen = 0.14). Plasma endothelin-1was measured throughout steady-state tests. Arterial compliance using applanation tonometry, plasma nitric oxide and pulmonary artery pressure using Doppler echocardiography were measured before and after exercise. Small arterial compliance and pulmonary artery pressure significantly increased following exercise. There were no main effects of condition or time for plasma endothelin-1and nitric oxide levels. There were no significant relationships between plasma endothelin-1 and arterial compliance or pulmonary artery pressure. In conclusion, mechanisms other than the endothelial system may play a role in the exercise-induced changes in small artery compliance in this study population. Moderate hypoxia and a 30-minute steady-state exercise have limited effects on plasma endothelin-1 in endurance-trained males. 相似文献
988.
Peter A. Hastie Alice M. Buchanan Danielle D. Wadsworth Brandon J. Sluder 《Research quarterly for exercise and sport》2013,84(4):788-791
Abstract The purpose of this study was to determine if factor patterns of selected sports skills were similar for two samples, a skilled sample and one consisting of a wide range of skills. Comparisons were also made with kinesiological evidence regarding the patterning of basic sports skills. Data consisting of performance scores on various sports skills were available for 166 high school girls. Out of this sample, a smaller sample was drawn consisting of 69 girls who were above average in skill. Two factor models, alpha and incomplete image analysis, were used in the analysis of this data. The factor pattern of selected sports skills performed by subjects above average in skill was similar in many respects to that of a sample which included a wide range of skill. The primary difference lay in the clustering of overarm skills which appeared in the above-average factor pattern. The overarm and push patterns of the above-average sample resembled the patterns of skill obtained through kinesiological analysis. The structure of kicking, underarm, and sidearm skills remained obscure, based on the results of factor analytic techniques. 相似文献
989.
Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed. 相似文献
990.