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1.
Sherri Irvin Author Vitae 《Museum Management and Curatorship》2006,21(2):143-156
In the museum context, curators and conservators often play a role in shaping the nature of contemporary artworks. Before, during and after the acquisition of an art object, curators and conservators engage in dialogue with the artist about how the object should be exhibited and conserved. As a part of this dialogue, the artist may express specifications for the display and conservation of the object, thereby fixing characteristics of the artwork that were previously left open. This process can make a significant difference to the visual appearance of the work, the nature of the audience's experience, and how the work should be interpreted. I present several case studies in which the nature of the artwork has been shaped by such dialogues, and discuss principles for resolving cases in which there is a conflict between instructions specified by the artist and those adopted by the museum. 相似文献
2.
This study examined parent reports of behavioral and family functioning for 59 boys with learning disabilities (LD) and 65 nondisabled boys (NLD) of ages 6 to 12 years. Parents completed the Child Behavior Checklist (CBCL) and the Family Adaptability and Cohesion Evaluation Scale (FACES III). Boys with LD were reported as having significantly more behavior problems of both the Internalizing and Externalizing types than NLD boys. Individual scales yielded group differences indicating higher scores (more problems) for the group with LD on the Hyperactive, Schizoid or Anxious, Depressed, and Obsessive Compulsive scales, but no differences on the Aggressive or Social Withdrawal scales. Furthermore, families of boys with LD tended to score more frequently in the extreme (disturbed) range of family functioning. However, boys of families in the extreme range did not have more behavior problems than the boys of other families. The findings suggest that a greater than average proportion of boys with LD are at risk for developing psychological adjustment problems. 相似文献
3.
Bioecological systems theory provides a framework to understand how factors in the child's environment contribute to parent-child differences in estimations of how often children are helped by their Internet use. A national sample survey of 456 matched parent-child pairs investigated how parents-child relational factors, parental attitudes toward the Internet, and the bio-ecology of the child, are related to differing perceptions of the frequency of using the Internet to seek help with homework assignments, to aid in identity development, and to find health information. While previous research shows that parents underestimate risky online behaviors, we investigate whether parent-child differences will emerge in regards to how often the child engages in the behaviors under investigation here. The findings show that parents overestimate these online activities, suggesting they are biased in their estimations. Parent-child relational factors emerged as predictors of parental overestimation for each of these online activities, with trust perceptions as the most consistent predictor. Parental attitudes toward the Internet predicted parent-child differences in perceptions of how frequently the child used the Internet for help with homework and identity development, while the bioecology of the child was only predictive in the case of using the Internet for help with homework. 相似文献
4.
Sherri Saines 《The Journal of Academic Librarianship》2011,37(6):532-535
The Ohio University Libraries has been a part of the university's Freshman Year Experience (FYE) classes almost since their inception. Over the past ten years, we have tried many variations on the “library day” lesson plan, with various (low) success rates. For fall of 2010, the FYE coordinator asked for an extremely simple plan: just some videos about services and a walk through the library. It was well-timed; we were both frustrated with the low use of our lesson plans and getting better at video production. It seemed it would be so easy … and then, of course it wasn't. We were saved by collaborating with a film student, and one of our videos was awarded an ALA 2011 PR “Best of Show”. Students and instructors respond well to humorous short videos in which we do not take ourselves too seriously. 相似文献
5.
Dennis F. Michaels David L. Boggs 《Community College Journal of Research & Practice》2013,37(2):137-149
This study determined full‐time faculty members’ perceptions of and involvement in community services at community colleges in Ohio. A total of 249 full‐time faculty responded to the survey instrument representing 83.0% of the total sample. Data were analyzed by either the t test or the one‐way analysis of variance and Scheffe's post hoc analysis. Results showed that involvement in planning and teaching within community services seem to be a key factor relative to how full‐time faculty perceive community services activities. Moreover, certain personal and professional characteristics of full‐time faculty members seem to influence their attitudes toward and their involvement in community services. 相似文献
6.
Gaowei Chen Jiahong Zhang Carol K. K. Chan Sarah Michaels Lauren B. Resnick Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship. 相似文献
7.
To promote the use of scientific inquiry methods in K-12 classrooms, departments of teacher education must provide science
teachers with experiences using such methods. To comply with state and national mandates, an apprenticeship course was designed
to afford preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended inquiry. This
study describes three teachers’ apprenticeship experiences with a research scientist. Our model included placing preservice
teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. From
triangulating interview, laboratory notebook, and reflective summary data resources, we identified common themes from re-occurring
statements. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed
limited use of these in their classrooms. 相似文献
8.
Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics
Sherri Castle Amy C. Williamson Emisha Young Jessica Stubblefield Deborah Laurin Nicole Pearce 《Early education and development》2016,27(2):259-274
ABSTRACTResearch Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed. 相似文献
9.
Within the framework of Social Cognitive Career (SCCT; Lent, Brown, & Hackett, 1994, 2000), this study examined the associations among career interests, career efficacy expectations, gender, and perceived parent support among Native American and Caucasian middle school adolescents. Consistent with previous research, results indicated that Native American young people had greater interests in Realistic and Conventional occupations, and in occupations that typically require a high-school diploma, a trade school certificate, or 2 years of post high-school education. However, contrary to previous findings, they had as great a range of interests in and self-efficacy expectations for Investigative, Artistic, Social, and Enterprising occupations as Caucasian adolescents, and similarly high levels of interests, efficacy, and perceived parent support for careers typically requiring 4 or more years of post-high school education. 相似文献
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