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531.
Cynthia D. Fair Anna K. Decker Kathryn E. Hopkins 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):301-317
This qualitative longitudinal study focuses on analyses of journals written by 31 sixth grade students who participated in the Chapel Buddy program. The Chapel Buddy program is a developmental mentoring program that pairs sixth graders with kindergarten students. Mentors responded to guided writing prompts three times during the course of the year. Prompts were designed to encourage mentors to explore their role as mentors and their understanding of the mentor–mentee relationship. Results indicated that the program presented a rich, experiential learning opportunity for the sixth graders to develop a relationship with a younger child, to reflect on what it means to be in a helping relationship, and to examine their experiences as “big kids.” Sixth graders varied in their ability to successfully engage and manage their kindergarten mentees, which in turn meaningfully affected the mentors’ satisfaction. Strategies to maximize the educational value of developmental mentoring programs with younger mentors are discussed. 相似文献
532.
533.
Puranik CS Petscher Y Al Otaiba S Catts HW Lonigan CJ 《Journal of learning disabilities》2008,41(6):545-560
This longitudinal study used piece-wise growth curve analyses to examine growth patterns in oral reading fluency for 1,991 students with speech impairments (SI) or language impairments (LI) from first through third grade. The main finding of this study was that a diagnosis of SI or LI can have a detrimental and persistent effect on early reading skills. Results indicated differences between subgroups in growth trajectories that were evident in first grade. A large proportion of students with SI or LI did not meet grade-level reading fluency benchmarks. Overall students with SI showed better performance than students with LI. Reading fluency performance was negatively related to the persistence of the SI or LI; the lowest performing students were those originally identified with SI or LI whose diagnosis changed to a learning disability. The results underscore the need to identify, monitor, and address reading fluency difficulties early among students with SI or LI. 相似文献
534.
Cynthia Gomez 《Recruiting & Retaining Adult Learners》2015,17(4):12-12
Louis deSalle was working on his doctoral degree when he stumbled onto an opportunity to co‐teach a course for retirees offered by The College of New Rochelle. “I was 28 years old teaching people in their sixties, so I was sort of like their child,” he joked. He immediately fell in love with adult learners. 相似文献
535.
Cynthia Gomez 《Recruiting & Retaining Adult Learners》2015,17(8):1-4
Higher education is evolving rapidly in myriad ways. Its evolution is being fueled in part by changing mindsets, workforce and business needs, advances in technology, and shifting demographics. 相似文献
536.
Cynthia Gomez 《Recruiting & Retaining Adult Learners》2015,17(10):8-8
Students Speak
- Airman circumvents turbulence along educational path
- Expand your library of digital aids with open textbooks
- Review case study about competency‐based program
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538.
Lindsay Bell Susanne Long Cynthia Garvan Regina Bussing 《Psychology in the schools》2011,48(2):184-197
Attention‐Deficit/Hyperactivity Disorder (ADHD) is one of the most frequently diagnosed psychiatric disorders in childhood and adolescence. It is associated with high levels of stigma, which may lead to treatment barriers, self‐fulfilling prophecies, and social rejection. This study established the reliability of the ADHD Stigma Questionnaire (ASQ) when applied to teachers by evaluating its internal consistency and confirmed the previously reported factor structure. In addition, the study examined the extent to which holding a special education certification and having years of teaching experience impact teachers' perceptions of ADHD stigma. Results indicated that teachers holding special education certification endorsed higher ratings, which indicated high stigma perceptions, on the Overall Stigma score, as well as the three subscales, Disclosure Concerns, Negative Self‐Image, and Concern with Public Attitudes; however, years of teaching experience was not related to stigma scores. Implications for teacher training practices are discussed. © 2010 Wiley Periodicals, Inc. 相似文献
539.
This article is a discourse analysis of weekly computer‐mediated communications between 8 school counseling interns and their e‐mail supervisor over a 16‐week semester. Course‐required e‐mail supervision was provided as an adjunct to traditional face‐to‐face individual and group supervision. School counselor supervisees and supervisor enacted 3 discursive strategies (repetition, labeling, and plural pronoun usage), which were observed to contribute to supervisee professional identity development. Findings are discussed in light of both the counselor education and discourse analysis literatures. Implications for practice and future research are provided. 相似文献
540.
This paper maps the landscape of transnational higher education in the Middle East, focusing in particular on the recent expansion of satellite, branch, and offshore educational institutions and programs that foreign institutions have set up in the region. Of the estimated 100 branch campuses currently operating worldwide, over one-third are in the Arab region and the majority have opened within the last decade; two dozen additional transnational programs and universities exist in the region as well. Very little research has been conducted on these new institutions, however, raising many questions for scholars in education. This paper traces reasons for the rapid growth of the transnational higher education model in the Arab states and discusses the explanatory power for this phenomenon of the two major prevailing theories in comparative and international education. We argue that neither neoinstitutional theories about global norm diffusion nor culturalist theories about the local politics of educational borrowing and transfer sufficiently explain this phenomenon, and call instead for a regional approach. We also raise questions for further inquiry. 相似文献