Teaching Future Teachers: A Model Workshop for Doctoral Education   总被引：2，自引：2，他引：0  

Julia M. Pryce  Alisa Ainbinder  Allison V. Werner-Lin  Teri A. Browne  Cheryl Smithgall 《Journal of Teaching in Social Work》2013,33(4):457-469

Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education.  相似文献   

Being at Genetic Risk: Toward a Rhetoric of Care     

Allison N. Blumling 《Quarterly Journal of Speech》2013,99(4):538-541

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MOVING     

Maria T. Allison 《Quest (Human Kinetics)》2013,65(1)

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Student and Faculty Member Engagement in Undergraduate Research     

Karen L. Webber  Thomas F. Nelson Laird  Allison M. BrckaLorenz 《Research in higher education》2013,54(2):227-249

Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the National Survey of Student Engagement and 40,000 responses to the Faculty Survey of Student Engagement at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed.  相似文献   

Variables affecting physics achievement     

Frances Lawrenz  Nathan B. Wood  Allison Kirchhoff  Nam Keol Kim  Arthur Eisenkraft 《科学教学研究杂志》2009,46(9):961-976

Much research has focused on student views about physics concepts, with an emphasis on the identification of alternative conceptions, and how curricula and professional development may ameliorate the situation. However, there has been little work on determining the extent of, and in separating, the student and teacher/classroom level variables that may impact student physics achievement. This study examined the effect of different student and teacher/classroom level variables on student understanding of physics concepts using hierarchical linear modeling (HLM), a regression based technique. The data were collected from 68 different teachers and 3,119 students who were using a reform curriculum, Active Physics. Teachers and students completed surveys asking about their beliefs, their classes and their personal characteristics. Students also completed a physics achievement test. The data show that students of teachers who used Active Physics for a greater portion of the year scored higher on the achievement test than did students of teachers who did not use the curriculum as much. Furthermore, the data show that the achievement gap was narrowed between boys and girls and between students with different attitudes toward physics. Additionally teachers who received inservice instruction on how to implement Active Physics narrowed the gap between students with different views of their classroom involvement. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 961–976, 2009  相似文献   

Exhibit review: “Artist Soldiers: Artistic Expression in the First World War” at the Smithsonian National Air and Space Museum     

Allison S. Finkelstein 《Endeavour》2018,42(1):1-2

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Computing as Writing,     

Reviewed by Allison D. Carr 《The Information Society》2017,33(2):96-97

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Performance support that adds value to everyday lives     

Marci Paino  Allison Rossett 《Performance Improvement》2008,47(1):37-44

At the beginning came the job aid. Now, we incline toward performance support tools (PSTs), sometimes fondly described as “job aids on steroids.” PSTs that support employee performance have been studied, but scant attention has been paid to the PSTs that add to people's everyday lives beyond work. We studied 30 diverse people, voluntary PST users, to gauge their opinions and attitudes about such widely available PSTs as MapQuest, VideoJug, eHow, WebMD, and Turbo Tax.  相似文献   

The Limits of Theory in Art Education     

Brian Allison  Jerome Hausman 《The International Journal of Art & Design Education》1998,17(2):121-127

The last forty years have seen substantial and dramatic changes in the thinking about education in art. Changes have taken place in art itself and there have been incredible social, political and economic upheavals. All this has led to an enlarged view of art education. It has given rise to the need for greater dialogue and debate. In more recent years, there have been more concentrated and focussed efforts to establish art curricula and standards of accomplishment for art education. In England, there has been the introduction of the National Curriculum and in the USA there has been the development of the National Standards for Arts Education. In both countries there have been numerous efforts at national or state, local and school levels aimed at assessing what students’ `know and are able to do’ in the arts. The role of theory in art education is of some importance. It is through theory that a systematic accounting can be constructed that explains and makes consistent the individual critiques of what is going on in classrooms, schools, committees and the nation-at-large. The paper discusses developments in England and the United States with regard to the theoretical development of curricula and the means for evaluation in art education. It also outlines and discusses the `limits of theory in art education’. It is not opposed to theory; rather it is posited that preoccupations with theory should not over-ride the importance of maintaining a multiplicity of competing (or emerging) meanings. It is argued that theories should inform and illuminate actions rather than place arbitrary limits upon them.  相似文献   

Life Experiences among Urban Adolescents: Examining the Role of Context     

Kevin W. Allison  Linda Burton  Sheree Marshall  Alina Perez-Febles  Jason Yarrington  Linda Bloch Kirsh  & Cynthia Merriwether-DeVries 《Child development》1999,70(4):1017-1029

Interest in the influence of context on the psychosocial development of adolescents led to the examination of neighborhood effects on the experience of adolescent life stress. Because of concerns regarding the population and ecological validity of existing measures of adolescent life events, the research group developed a scale for the measurement of life events among urban adolescents based on data from focus group interviews in the community of interest. Investigators utilized three strategies to examine the impact of neighborhood on adolescents' perceptions of life stress in a sample of 114 adolescents (mean age = 15). Results indicated that life stress in the peer domain varied by the adolescent's neighborhood of residence. In addition, family/community stress was linearly related to neighborhood indices of economic resources.  相似文献