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201.
Research Findings: Sibling teaching and learning behaviors were investigated in 2 studies of children in early and middle childhood. Study 1 addressed individual differences in teaching/learning and associations with dyadic age, age gap, gender, birth order, and relationship quality in 71 middle-class dyads (firstborns M age = 81.54 months; second-borns M age = 56.27 months). Half of the firstborn and half of the second-born siblings were assigned the role of teacher. Regression analyses indicated that dyadic age and age gap made unique contributions to teacher and learner behavior. Few birth order differences in approaches to teaching/learning were revealed. Findings highlight the reciprocal nature of sibling teaching and learning. Study 2 investigated longitudinal associations between sibling relationship quality and teaching in a second sample (at Time 1 firstborns = 46.8 months; second-borns = 14 months). Positive sibling interaction (including play) at Time 1 was associated with teaching/learning behaviors 4 years later. Practice or Policy: Findings are discussed in light of recent social constructivist notions that children's development is facilitated in the context of intimate relationships. 相似文献
202.
Holly A. Wheeler 《Community College Journal of Research & Practice》2013,37(10):775-792
Veterans on college campuses are not new; however, the recent influx of veterans returning home from war-time service present challenges to the colleges they attend. The purpose of this qualitative case study was to examine the transition process experienced by veterans leaving military service and attending community college for the first time. This study sought to understand the process veterans experience as they leave overseas deployment in support of wars in Iraq and Afghanistan and negotiate the various changes such a transition entails. Using Schlossberg's (1984) Theory of Adult Transitions as the guiding framework, three themes emerged regarding how veterans manage this transition: academic experiences, personal relationships and connections, and benefit bureaucracy. These findings could be used to help community colleges better serve this special population. 相似文献
203.
Jacqueline Puhl Samuel Case Steven Fleck Peter Van Handel 《Research quarterly for exercise and sport》2013,84(3):257-262
Abstract The purpose of this study was to characterize the body fat, maximum aerobic power and maximum anaerobic power of elite junior wrestlers. The study was conducted in conjunction with an elite wrestler training camp. Wrestlers (n = 39) from ages 14 to 18 qualified for the camp and volunteered as subjects. Measurements were made for body composition (skinfold thickness), maximal aerobic power (treadmill run), and maximal anaerobic power of the arms and legs (Wingate test). Body fat averaged (±SD) 7.2% (±2.4), whereas the means (±SD) for maximal aerobic power, arm power, and leg power were 51.2(±9.3) ml/kg min-1, 390.7 (±92) watts, and 549.1 ± 101 watts, respectively. Elite junior wrestlers appear to have a similar percentage of body fat, lower maximum aerobic power and higher relative anaerobic power compared to elite collegiate and senior wrestlers. 相似文献
204.
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206.
Blair Thompson Joseph P. Mazer Holly J. Payne Angela M. Jerome E. Gail Kirby William Pfohl 《Qualitative Research Reports in Communication》2017,18(1):8-17
In recent years, the need to study the communication challenges schools face during crises has become essential. The current study included semi-structured interviews with 56 crisis team members from 21 P–12 districts. Participants identified the social media challenges and strategies districts employ during crisis events. Implications for scholars and P–12 administrators are discussed. 相似文献
207.
Lynn C. Koch Lisa A. Holland Daniel Price G. Leticia Gonzalez Pam Lieske Alison Butler Kathryn Wilson Mary Louise Holly 《Innovative Higher Education》2002,27(2):83-94
This article describes how scholarly teaching projects were conceived, implemented, and evaluated by junior faculty from a variety of disciplines at a medium-sized midwestern university. The authors explore: considerations in designing scholarly teaching projects, methods used to evaluate teaching effectiveness, and outcomes of the teaching projects. Finally, two of the teaching projects illustrate how junior faculty with diverse courses, class sizes, and teaching concerns approached the task of improving their teaching. 相似文献
208.
Education and Social Media: Toward a Digital Future (2016), edited by Christine Greenhow, Julia Sonnevend, and Colin Agur, is a compilation of essays by leading contributors to the digital and social media movement in education. The chapters within this volume provide a granular look at the current landscape of how digital media is utilized across educational levels, fields of study, and geographic areas. The book is divided into three sections discussing the emerging use of social media in education, challenges in its implementation, and potential directions as tech-based education continues to evolve. In this review, we situate the ideas presented in Education and Social Media in the functionalist and conflict theories of educational perspective to further illuminate the potential of digital learning in supporting increased access to education for marginalized student populations. We discuss how these competing views are both given voice in Education and Social Media, prompting the reader to critically reflect on advantages and dangers presented by increased use of technological platforms in educational settings. Topics discussed include online universities, peer-developed curriculum, and differential use of technology based on school socioeconomic demographics. We also suggest areas that have emerged in need of further discussion since the book’s publication. 相似文献
209.
Drawing primarily on interview data from a 5-year ethnography on the school experiences of Mexican immigrant children in a New Latino Diaspora community, we explore how their teachers understood and responded to increasing deportation-based immigration practices affecting children’s lives. We illustrate how teachers fell along a continuum regarding their desire and success in pushing beyond their comfort zones to create spaces in which they learned from, and built on, students’ immigration experiences. We argue for teacher education that prepares educators to become border crossers who engage with aspects of difference, such as immigration status, that are rarely discussed in schools. 相似文献
210.
Recently in the UK there have been dramatic changes in the state provision of early years education and care, most notably the introduction of the Qualifications and Curriculum Authority's ‘early learning goals’ in 1999 and ‘curriculum guidance for the foundation stage’ in 2000. Outlining the context in which these changes came to take place, this research begins to consider how we might understand children's experiences of this policy in practice in their reception year. Valuing children's potential as participants in research, a play‐based activity was designed to ensure that the process of generating data would be meaningful to the children as well as to the researcher. Analysis of the discourse highlights themes of early education that were of importance to the children. Further discussion of these themes offers insight into how concepts of work and play might be linked to the role of the adult‐in‐charge, potentially undermining opportunities for learning; and how concepts of the individual, normalisation and the individualised academic curriculum promoted by national policy stand opposed to a notion of community on which the children place great emphasis. 相似文献