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81.
This paper describes and analyses an innovative experience carried out by a group of lecturers from the Psychopedagogy Faculty of the University of Alcala, involved in an action research process with the purpose of reflecting about our own practice and constructing alternative teaching strategies to facilitate students’ reflective, autonomous and critic learning. The experience consists of a didactical proposal through which we intend to establish connections and interdisciplinary relationships among courses, in order to break down the isolation that usually characterizes the work of university teachers, and move towards a more global and complex formula for curriculum development. We also propose the use of Information and Communication Technologies (ICT) as tools to support the learning process and expand opportunities for reflection, dialogue and collaboration beyond the classroom activities. The results of this experience show a dialectic interaction amongst innovation, research and professional development processes. 相似文献
82.
The aim of this study was to examine the differential effects of specific types of supervisor support on transfer of training, taking into account established trainee characteristics, such as trainees’ motivation to learn, motivation to transfer, and training self-efficacy. More specifically, nine types of supervisor support were examined (pre-training information, role modelling & facilitation, request sharing, favourable attitude, coaching & feedback, openness, involvement & accountability, work coverage, and training participation). In addition, the mediating effect of training retention is explored, as learning outcomes may present an intervening variable that connects supervisor support to transfer of training. A time-lagged design was used to investigate the relationships in the proposed model and it was evaluated using partial least squares path modelling (PLS-PM). Data was gathered in Belgium through online questionnaires at three points in time from 111 participants of work-related training. Participants were employees from a retail organisation and different government agencies. Results indicate that only supervisors’ accountability and involvement positively predicted employees’ transfer of training three months after training. In addition, it was found that supervisors’ involvement and accountability had an indirect effect on transfer of training through training retention. 相似文献
83.
Broadcast network newsrooms are powerful gatekeepers, setting cultural standards and attitudes for America at large via the stories they tell and the images they project. In 1968, the federal Kerner Commission chastised American news media for ignoring race, and seeing through the “white man’s eyes” and speaking from “the white perspective.” Grounded in critical and cultural studies and organizational theory, this study analyzes the experiences of 23 post-Civil Rights generation black journalists working in broadcast newsrooms who continue to struggle against anti-black cultural norms and attitudes at great physical, psychological and financial cost. 相似文献
84.
Many first year students of anatomy and physiology courses demonstrate an inability to self-regulate their learning. To help students increase their awareness of their own learning in a first year undergraduate anatomy course, we piloted an exercise that incorporated the processes of (1) active learning: drawing and plasticine modeling and (2) metacognition: planning, monitoring, reaction, and reflection. The activity was termed "blank page" because all learning cues were removed and students had to create models and diagrams from reflection and recall. Two hundred and eighty-two students responded to a questionnaire reporting qualitative feedback on the exercise. Based on student responses, the "blank page" activity was a positive learning experience and confirmed a need to teach metacognitive skills. From this pilot study, we established that drawing or plasticine modeling is an excellent vehicle for demonstration of the metacognitive processes that enable self-regulation: a known predictor of academic success. 相似文献
85.
Experiential Engineering Through iGEM—An Undergraduate Summer Competition in Synthetic Biology 总被引:1,自引:1,他引:0
Rudolph Mitchell Yehudit Judy Dori Natalie H. Kuldell 《Journal of Science Education and Technology》2011,20(2):156-160
Unlike students in other engineering disciplines, undergraduates in biological engineering typically have limited opportunity
to develop design competencies, and even fewer chances to implement their designed projects. The international Genetically
Engineered Machines (iGEM) competition is a student Synthetic Biology competition that, in 2009, included 110 teams from across
Asia, Europe, Latin America, and the US. Working at their own schools over the summer, the students use a kit of biological
parts from the Registry of Standard Biological Parts, as well as new parts of their own design, to build biological systems
that operate in living cells. Two years of survey data collected from undergraduates after their iGEM experiences in 2007
and 2008 suggest that both learning and identity as a biological engineer increase as a result of iGEM. 相似文献
86.
Natalie Conrad Barnyak 《Early Childhood Education Journal》2011,39(2):149-159
This qualitative study describes the physical and verbal interactions of rural children and their parents regarding reading
books aloud. The participants’ attitudes and beliefs about sharing storybooks are also explored. The theoretical framework
is based upon Bronfenbrenner’s Ecological Model. One interview was conducted with each participant and video recorded. An
observation of one book sharing session for each dyad was conducted and video recorded. The Adult/Child Interactive Reading Inventory (ACIRI) (DeBruin-Parecki 2004, 2007) was used during analysis of the observations. Narrative analysis was utilized. Themes and categories emerged from the data.
The self-report of each participant was compared to the observation. Overall, the interview data were in alignment with the
observed interactions. 相似文献
87.
The role of IT literacy in defining digital divide policy needs 总被引:1,自引:0,他引:1
This article expands our current understanding of the digital divide by examining differences in individuals' IT skills acquisition. In the last two decades scholars have gradually refined the conceptualization of the digital divide, moving from a dichotomous model mainly based on access, to a multidimensional model accounting for differences in usage levels and actors' perspectives. Digital divide views tend to focus on groups of users and user characteristics and focus less on different processes of use. As models of the digital divide became more complex, research focused on deepening the understanding of demographic and socioeconomic differences between adopters and non-adopters. While IT literacy is an important factor in digital divide research, and studies examine user characteristics with respect to IT literacy, few studies make the process of basic IT literacy acquisition their main focal point (Selwyn, 2005). This perspective furthers our thinking by expanding the notion of user characteristics beyond demographic and socioeconomic differences to differences in the processes leading to internet use. Based on a dataset referring to an Italian region, this paper presents a metaphorical interpretation of the digital divide in general and explores the process of IT skills acquisition in particular. Our analysis shows the key role of self-learning and the presence of three distinct approaches in IT skills acquisition leading to different needs in terms of policy. We argue that these preliminary results are a useful starting point for the design of more effective and sophisticated digital inclusion policies. 相似文献
88.
Natalie D. Eggum-Wilkens Richard A. Fabes Sherri CastleLinlin Zhang Laura D. HanishCarol Lynn Martin 《Early childhood research quarterly》2014
Time-sampled observations of Head Start preschoolers’ (N = 264; 51.5% boys; 76% Mexican American; M = 53.11 and SD = 6.15 months of age) peer play in the classroom were gathered during fall and spring semesters. One year later, kindergarten teachers rated these children's school competence. Latent growth models indicated that, on average, children's peer play was moderately frequent and increased over time during preschool. Children with higher initial levels or with higher slopes of peer play in Head Start had higher levels of kindergarten school competence. Results suggest that Head Start children's engagement with peers may foster development of skills that help their transition into formal schooling. These findings highlight the importance of peer play, and suggest that peer play in Head Start classrooms contributes to children's adaptation to the demands of formal schooling. 相似文献
89.
Jodi Swanson Carlos Valiente Kathryn Lemery‐Chalfant Robert H. Bradley Natalie D. Eggum‐Wilkens 《Child development》2014,85(5):1932-1947
Panel mediation models and fixed‐effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = .39 year) across kindergarten through second grade. Parents reported their reactions and children's EC. Math achievement was assessed with a standardized achievement test. First‐grade EC mediated the relation between parents' reactions at kindergarten and second‐grade math achievement, beyond stability in constructs across study years. Panel mediation model results suggested that socialization of EC may be one method of promoting math achievement in early school; however, when all omitted time‐invariant covariates of EC and math achievement were controlled, first‐grade EC no longer predicted second‐grade math achievement. 相似文献
90.
Lindy K. Parker Catherine Y. Chang Kimere K. Corthell Maggie E. Walsh Greg Brack Natalie K. Grubbs 《Counselor Education & Supervision》2014,53(2):111-125
All counselors, including students, are responsible for intervening when a colleague shows signs of impairment. This grounded theory study investigated experiences of 12 counseling students who reported problematic peers. An emergent theory of the peer reporting process is presented, along with implications for counselor educators and suggestions for future research. 相似文献