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31.
Supported reflective practice: a programme of peer observation and feedback for academic teaching development 总被引:3,自引:0,他引:3
Maureen Bell 《International Journal for Academic Development》2013,18(1):29-39
The outcomes of the evaluation of a structured, peer-supported teaching development programme for academic staff are reported. Supported reflective practice forms the conceptual framework for the programme, which includes feedback on observed teaching and feedback on reflection. Key themes identified are the effectiveness of the supported reflective practice process, improvements to teaching practice, developing confidence and congruent espoused theory and theory-in-use, ongoing professional development and developing collegiality. Factors that facilitate the programme are explored, including the support triangle, the role of the educational developer in providing feedback and monitoring, and the role of the support colleague. Suggestions for implementation of similar programmes are offered. 相似文献
32.
Justin C. Wise Rose A. Sevcik Robin D. Morris Maureen W. Lovett Maryanne Wolf 《Scientific Studies of Reading》2013,17(2):151-164
According to the Lexical Restructuring Model (Metsala & Walley, 1998), children move from holistic representations of words, to syllabic representations, and finally to phonemic representations through a restructuring process driven by their developing lexical base. In contrast, the psycholinguistic grain size theory put forth by Ziegler and Goswami (2005) suggests that the awareness of individual phonemes is not possible without direct literacy instruction. The purpose of this study was to examine whether semantic knowledge and/or knowledge of grapheme/phoneme correspondences influenced the acquisition of word-blending skills by a sample of children with a reading disability. Participants were 211 second-grade and third-grade students from public elementary schools who were assigned to a reading intervention. Hierarchical Linear Modeling techniques were used to model individual growth curves of word-blending skills. Overall, findings support the psycholinguistic grain size theory of reading and suggest that instruction in the relationship between orthographic patterns and their corresponding sounds is necessary for the development of phonological awareness. 相似文献
33.
Abstract This article addresses questions raised in the past decade regarding the role of child development knowledge for teaching and teacher preparation. Missing from the dialogue on this issue have been the voices of the students enrolled in teacher preparation programs. Accordingly, 77 preservice teachers were surveyed at the conclusion of a child development theory course. The results were examined for themes regarding how preservice teachers come to understand the changing nature of child development, the strengths and limitations of generalized theories of development, and the applicability of child development theory to their future practice. 相似文献
34.
This study used responses of 20 student teachers to describe the different ways in which student teachers perceive the practice of their mentors as internal triggers for learning in their practicum experiences in the schools. Reported observations from pedagogical journals of student teachers were described according to various kinds of teaching knowledge and skills and were further categorized as providing either support or challenge to student teachers’ perceptions of learning to teach. The student teachers identified support and challenge in each one of the categories of teaching knowledge and skills, thereby supplying evidence for different kinds of emotional and cognitive triggers for learning. Based on the findings, we make some recommendations for supervision of mentoring relationships. 相似文献
35.
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world. 相似文献
36.
37.
Using Communication Privacy Management (CPM), this study analyzed Emergency Healthcare Providers (EHP; i.e., Emergency Room Nurses, Paramedics, Emergency Medical Technicians, etc.) frequent experience of witnessing death, the dying processes, and regular involvement at the end-of-life. Twenty interviews from across the United States offered accounts of witnessing the death of a patient, communicating with the patient’s families, coworkers, and personal networks. The first research question explored the population’s normalization of death and changed outlook of dying. This population sees death and dying in real-time and must disconnect at the moment from their emotions to do their jobs. The second research question focused on preparing patient families for death, coping with coworkers, and protecting personal networks. In communicating with patient families, EHP educates/answers questions, advocate for families to be present during life-saving procedures and offer verbal and nonverbal comfort. In talking with coworkers, EHP copes with reassuring skill competency and offering emotional social support. Lastly, in communicating with their networks, EHP struggle with discussing emotions and event details in a protective function. From these results, the benefits, and challenges of communicating about death regularly are offered through a CPM lens, and recommendations to help the general population deal with death are given. 相似文献
38.
This paper describes a “crazy about crocheting class” and shows how crocheting became a literacy event that promoted student
empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how
crocheting evolved from a classroom management activity that also encouraged fine motor skills to a stimulus that drove individual
and shared reading and writing. We show how this teacher planned instruction by building on student interest and enthusiasm
and how these students experienced literacy as an every day social practice. 相似文献
39.
Tami Katzir YoungSuk Kim Maryanne Wolf Becky Kennedy Maureen Lovett Robin Morris 《Reading and writing》2006,19(8):845-872
The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework. 相似文献
40.
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes 总被引:3,自引:0,他引:3
Lia M. Daniels Tara L. Haynes Robert H. Stupnisky Raymond P. Perry Nancy E. Newall Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. 相似文献