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The Influence of Teacher Development on Secondary Content Area Supervision Among Preservice Teachers
This study addresses the issues and challenges faced by university supervisors when providing content-specific and general pedagogical feedback to preservice teachers. Study data highlight the perspectives of six preservice teachers as they reflect on their supervisory experiences over the course of a licensure year. Survey, interview, and written observation data from preservice teachers and university supervisors reveal the influence of teacher development and content area conventions on how preservice teachers view their teaching abilities and their expectations of university supervisors. Findings will inform how others may approach mentoring, support, and the evaluation of beginning teachers. 相似文献
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Monica W. Tracey Alisa Hutchinson Tamme Quinn Grzebyk 《Educational technology research and development : ETR & D》2014,62(3):315-334
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional identity. This research explored the use of reflective writing assignments in an introductory ID graduate course, with results indicating that most students are able to engage in meaningful reflection in relation to prompts concerning design concepts, experiences, and identity attributes, although no clear patterns of improvement emerged over time. Future directions for research include the use of feedback and the structure of prompts (including frequency of writing assignments and wording of prompts) to support improved student performance. 相似文献
23.
Thai Distance English Learners and Learner Autonomy 总被引：1，自引：1，他引：0
Alisa Vanijdee 《Open Learning》2013,28(1):75-84
The study reported here represents an attempt to explore learner autonomy in a distance education setting in Thailand. Autonomy is a key element in learning a language at a distance and is reflected in the number and quality of learning strategies students employ. Data for this study were collected using a questionnaire sent to students country-wide, ThinkAloud protocols and interviews. Using a number of criteria which emerged from the study, students were grouped into two kinds of language learner: self sufficient language learners, who were able to follow the course but displayed a limited degree of learner autonomy, and dynamic distance language learners, who were more proactive in their approach to learning. The outcomes from this study were used to draw conclusions about recommendations for future distance language course development and to develop theoretical work by the author relating to autonomous learning of languages at a distance 相似文献
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Alisa Hindin Catherine Cobb Morocco Emily Arwen Mott Cynthia Mata Aguilar 《Teachers and Teaching》2013,19(4):349-376
Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning. 相似文献
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Alisa N. Almas Leanna J. Papp Margaret R. Woodbury Charles A. Nelson Charles H. Zeanah Nathan A. Fox 《Child development》2020,91(1):96-109
This study examined disruptions in caregiving, as well as the association of these disruptions, with cognitive, behavioral, and social outcomes at age 12 in a sample of 136 Romanian children who were abandoned to institutions as infants and who experienced a range of subsequent types of care. Children were found to experience significantly more caregiving disruptions (CGD) earlier in life than later in childhood. More frequent CGD predicted increases in externalizing and internalizing behavior problems at age 12. Results are discussed in terms of the association between CGD and the long-term development of children who have experienced institutional rearing. 相似文献
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Faye Miller Helen Partridge Christine Bruce Christine Yates Alisa Howlett 《Library & information science research》2017,39(2):124-130
This study explored academic librarians’ experience of evidence-based practice. A better understanding of evidence-based practice from an empirical basis can help fulfill the aims of evidence-based library and information practice to continuously improve practice and make effective, value-adding decisions about library and information services for their clients and communities. This research uses a constructivist grounded theory approach to investigate the question: How do academic librarians experience evidence-based practice? Thirteen Australian academic librarians participated in semi-structured interviews. The study used the methods of constant comparison to create codes and categories towards constructing a new theoretical model of experiencing evidence-based practice in the academic library context. The model consists of six categories of experiences: empowering, intuiting, affirming, connecting, noticing and impacting. This model can provide a platform for developing support for academic librarians andtheir educators by increasing awareness of various mindsets and actions experienced in the workplace context towards facilitating evidence-based information practice. 相似文献
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Alena Prikhidko Yi-Wen Su Alisa Houseknecht Jacqueline M. Swank 《Counselor Education & Supervision》2020,59(2):96-111
The authors explored emotion regulation (ER) among 25 counseling professionals (master's-level counselors-in-training and counseling supervisors) using grounded theory and established 5 themes: (a) emotional experiences, (b) emotion processing, (c) metacognition, (d) emotional self-protection, and (e) emotional support. The emerging theory provides a foundation for teaching and practicing ER. 相似文献
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Diana Silva Eduardo Arend Silvia M. Rocha Alisa Rudnitskaya Luís Delgado André Moreira 《European Journal of Sport Science》2019,19(3):384-393
Aging is associated with oxidative stress that may increase susceptibility to respiratory infections (RIs). We aimed to assess the impact of exercise training on the risk of RIs in older adults and on a targeted metabolomic profile of stress oxidative lipid peroxidation-related metabolites. Methods: In an 8-month clinical trial, 38 participants over 60 years of age were allocated to an exercise group (EG), in which participants underwent 90-min training sessions three times/week(n?=?20), or a control group (CG), in which participants maintained daily physical activities(n?=?18). Daily respiratory symptoms and RIs number and severity were collected. Serum by-products were assessed by comprehensive two-dimensional gas chromatography coupled to mass spectrometry with time of flight analyzer. Serum metabolomic profiling comprised 76 metabolites (alcohols, aldehydes, alkanes, and ketones). Principal components analysis and ANOVA-simultaneous component analysis were used to evaluate the metabolomic profile change. Results: The odds ratio of RIs for the EG was 2.0 CI 95% [0.2;25]. The incidence of RIs was 47% [23;70] in the EG vs. 44%[12;77] in the CG. The metabolomic profiling showed that alkanes and aldehydes classes differed between the EG and the CG before and after intervention. A calibration model showed a relation between the metabolites from four main classes (ketones, alcohols, alkanes and aldehydes) and the prediction of the number of RIs. Conclusion: Moderate exercise training, in older adults, compared with no exercise in controls, did not show a difference in the risk of RIs. A pattern of lipid peroxidation was associated with the number of RIs. 相似文献
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