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991.
Rosa Miller 《Studying Teacher Education》2015,11(2):103-123
This study explores the relationship between small, differentiated reading groups and fourth-grade students' reading motivation. Using self-study methodology, the author examined her own process of implementing these reading groups through two cycles of action research. Data were analyzed from two different administrations of the Motivations for Reading Questionnaire, as well as from the author's narrative journal entries, written student reflections, small-group and individual interviews, and a critical friend's observations. Findings indicated that small, differentiated reading groups that emphasized social interaction and student choice led to a class culture of reading and promoted students' reading motivation. Students linked their learning in these groups to their written assignments and tended to devalue the group discussions. In addition, implementing the reading groups minimized the author's own performance gap and contributed to greater satisfaction in her own practice. These findings have implications for the design and implementation of differentiated reading groups, as well as for those who support novice teachers. 相似文献
992.
Christine Pfund Kimberly C. Spencer Pamela Asquith Stephanie C. House Sarah Miller Christine A. Sorkness 《CBE life sciences education》2015,14(2)
Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed. 相似文献
993.
Myron L. Pope Michael T. Miller 《Community College Journal of Research & Practice》2013,37(8):627-638
Faculty governance units are widely used in community colleges to provide a sounding board for policy formation and decision making. Typically based on a representative democracy, these units must be both responsive to peer faculty members as well as the college's central administration. As a result of being structurally in the middle of the decision-making process, effective communication is paramount to faculty governance unit leader success. This study profiles individuals in the faculty governance leadership position, including their written and oral communication apprehension levels, and the relationship of this apprehension to job-related stressors. 相似文献
994.
Myron L. Pope Michael T. Miller 《Community College Journal of Research & Practice》2013,37(9-10):745-757
ABSTRACT Traditionally, faculty members who expected to become presidents ascended through the typical labor chain to that position. However, questions are prevalent about whether these individuals gain the managerial experience needed to succeed in a presidency. Unlike the private business management model that has been successful in developing leaders in that arena, community colleges have not provided such formal training to former faculty members who are well-versed in their field and academic-related issues, but lack formal managerial skills development. One area where such training may be achieved is through the development of the leaders of faculty senate bodies. Faculty senate bodies provide their leaders with an opportunity to provide a voice in the campus decision-making process and, potentially, may present an opportunity for more formal training for those interested in the presidency. Further analysis of the perceived skills of these leaders is an important step in addressing this need. The purpose of this study was to identify areas of common thinking among community college presidents and faculty senate leaders about the importance of certain experiences and beliefs needed by effective community college presidents, and the extent that they can be learned by service on the faculty senate. 相似文献
995.
Rural community colleges have an often understated impact on the communities they serve, especially in regard to their role in developing the identity of individuals. The ability of the rural community college to influence individual identity development is often exasperated due to the challenges associated with rural American life. The role of the rural community college in meeting individual needs can be guided by the five components of the Model of Community Expectancy (Deggs & Miller, 2011). Drawing upon this model, rural community colleges influence the development, creation, and sustaining of community expectations by developing the individual through labor, nonformal education, liberating education, and sports and recreation programs. Focusing on these and related program areas can enable rural community college leaders in developing the next generation of community leaders. 相似文献
996.
Jennifer Miller 《Teachers and Teaching》2013,19(4):451-466
Teachers in culturally and linguistically diverse classrooms work in highly charged contexts where policy, curriculum, student backgrounds, equity issues and pedagogical expertise provide both resources and constraints. Often, these classrooms are in underachieving schools in low socio-economic areas. This study investigated one school in Melbourne where teachers struggle to balance subject content and the language and literacy needs of their students. It addresses a serious gap in research on teachers in such schools by combining a theoretical model of job demand and control, and an explicit focus on teaching literacy in a culturally and linguistically diverse school. Using data from teacher focus groups and written reflections, the study illustrates the spectrum of conflicts teachers grapple with in their daily work, including issues of workload, time constraints, institutional practices and social and cultural practices which tend to isolate and disempower them. The findings support the need for a deeper differentiation of school contexts in language teacher research. The analysis also has implications for a range of strategies to build more autonomy into teacher work and to retain good teachers in schools where they are most needed. 相似文献
997.
This article illustrates the value and use of multilevel models to examine site-to-site outcome differences in the analysis of data from multisite evaluations. It shows how a traditional analysis approach can overlook effective interventions and miss important links between program implementation and outcomes. Practical issues regarding statistical power and intervention leakage are also discussed. Using data from an evaluation of an alternative teacher certification program, this illustration finds site-to-site outcome differences and shows how program developers can exploit these differences in an attempt to understand and strengthen an intervention. 相似文献
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Katherine I. Miller 《Journal of Applied Communication Research》2013,41(3):223-245
This research contributes to the growing body of literature exploring emotion and communication in the workplace by considering the workers in a variety of jobs that require “compassionate communication.” Compassion is conceptualized as one form of emotional work and is theoretically developed through a model that highlights the subprocesses of noticing, feeling, and responding. Analyses of interviews with 23 workers in a wide range of human service jobs indicated a number of complexities in the communication of compassion in the workplace. Processes of “noticing” included both noticing the need for compassion and noticing details of clients’ lives in order to communicate more successfully in compassionate ways. Processes of “connecting” included both emotional processes (empathy) and cognitive processes (perspective taking). Processes of “responding” included both nonverbal strategies, such as immediacy behaviors and environmental structuring, and verbal strategies for balancing the informational and emotional content of messages. These results are interpreted in the light of both contemporary and traditional communication theory, and practical implications are presented for human service workers and others involved in compassionate communication in the workplace. 相似文献