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81.
Tony Harland Rachel A. Spronken-Smith Katharine J. M. Dickinson Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106
This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline. 相似文献
82.
Rachel Gurvitch Russell L. Carson Angela Beale 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):246-262
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions. 相似文献
83.
Matt Allwood Kate Allen Anna Price Rachel Hayes Vanessa Edwards Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371
ABSTRACTThis paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (rs) = 0.67) and total difficulties score (rs = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change. 相似文献
84.
Rachel Percy 《The Journal of Agricultural Education and Extension》2013,19(1):21-30
Abstract This article concerns capacity building for gender‐sensitive agricultural extension planning in a two‐year FAO pilot project at the Ministry of Agriculture of Ethiopia. The aim of the paper is to review and analyse the capacity‐building process, drawing out the lessons learned, regarding both ‘best practice’ and challenges faced. The author was engaged fully in the project for its two‐years duration and this study is a reflection of that experience. The project involved training extension staff in both participatory rural appraisal and gender analysis to ensure more client‐oriented extension planning. It is concluded that the use of the experiential learning cycle in capacity building, the reliance on participatory management and implementation styles, networking and the mainstreaming of the project within the Extension Department constitute ‘best practice’. Four challenges to the project's success are reviewed. They are, the difficulty of institutionalising the process within the short time‐scale of the project, the necessity of involving policy‐makers at all stages and levels, the need to raise gender awareness amongst rural men and women and the importance of addressing women's lack of decision‐making power. 相似文献
85.
86.
This qualitative study of three Head Start Centers analyzed surveys, interviews, and focus group data to determine how education coordinators, teachers, and teacher assistants believed professional development activities could support teamwork at their centers. The researchers sorted data related to teamwork into four categories: knowledge and understanding of teachers’ trajectories, how teachers referred to one another, frequency and quality of communication, and evidence of shared philosophy. A climate of trust, respect, open communication and clear organization emerged as important for the risk taking necessary for teachers to learn together. This climate depended on leadership that was willing to take on challenges, innovate, and make room for teacher autonomy. Teamwork thrived in a program that purposely built relationships among staff through opportunities for communication, the development of a shared philosophy, and the possibility of being known and feeling known by colleagues and supervisors. When administrators solicited and used teachers’ feedback about professional development, the teachers felt themselves a valued part of the teaching community. 相似文献
87.
Dale Lynn Cusumano Kathleen Armstrong Rachel Cohen Melissa Todd 《Journal of Early Childhood Teacher Education》2013,34(4):363-377
Learning to read becomes a difficult task for many children, particularly if they have not been reared in early childhood settings where literacy-based activities, interactions, or materials are prevalent. This study examined the impact that providing a college-level course in research-based instructional strategies for literacy development to early childhood educators had on the development of early reading skills in the preschool children they taught. In addition, impact on children’s rates of literacy skill attainment was examined when a coaching component (i.e., a Literacy Coach) was added. 相似文献
88.
Nicole M. McKevett Kourtney R. Kromminga Amelia Ruedy Rachel Roesslein Kristin Running Robin S. Codding 《Learning disabilities research & practice》2020,35(1):25-35
National assessments suggest that many students do not display proficiency with fractions. Considering that time and materials are precious resources, many educators are looking to use technology to provide supplemental instruction with low demand on the instructor. The current study utilized a multiple-baseline design to examine the effects of the Motion Math: Bounce application on the fraction quantity comparison and number line placement skills of three fifth-grade students. Results indicate that Motion Math: Bounce improved the quantity comparison skills of all three participants and the number line skills of one participant. Additionally, all three participants made improvements from pre- to posttest on a measure of general fraction knowledge. Implications for future research and intervention implementation are discussed. 相似文献
89.
The rise of the modern Black Lives Matter movement can be traced back to two key events, the 2012 death of Trayvon Martin and the 2014 death of Michael Brown. Research routinely showed that mainstream media’s narrative choices marginalize and delegitimize protesters and their causes, a pattern known as the protest paradigm. This study provides a longitudinal examination of how the same mainstream media system varied in their coverage of similar events and the degree to which journalists challenged the predicted paradigms conceptualized in other academic work. A content analysis of national newspaper coverage revealed that news before the judicial rulings focused on protesters’ tactics (violence versus peaceful) and changed to the realm of ideas (grievances and demands) after the assailants were considered not guilty of wrongdoing. No progression was found in legitimizing coverage of protests between the two cases. 相似文献
90.
Rachel Turner 《Cataloging & classification quarterly》2020,58(6):591-602
AbstractTo determine the state of the cataloging job market, this study compares job advertisements from August 2016-August 2018 advertising for jobs with cataloging in the title, metadata in the title, and cataloging and metadata in the title. Given ongoing concerns about the impact of metadata jobs on the cataloging job market, this study asks the questions: Are cataloging jobs in fact “disappearing” and becoming metadata jobs? Are entry-level jobs disappearing, perhaps contributing to the idea that there is a lack of qualified catalogers? Is there a difference in position level between cataloging and metadata job advertisements that can account for a lack or perceived lack of available cataloging jobs? Are there more entry-level or mid/supervisory positions advertised? Are cataloging and metadata jobs really separate, or should they be considered one position called cataloging and metadata? 相似文献