Mentoring as a Model for Initial Teacher Training? Slovenian Perspective     

David Coates  Anthony Russell 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):53-58

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The Experiences of Selected Mentors: A Cross-cultural Examination of the Dyadic Relationship in School-based Mentoring     

Rebecca K. Frels  Anthony J. Onwuegbuzie 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):181-206

To address comprehensive program services that are self-sustaining and systemic in nature, school counselors and educational leaders have increasingly implemented school-based mentoring to impact student and school success. In this qualitative case study, we examined the experiences of 11 selected mentors and their respective dyadic relationships in school-based mentoring with at-risk elementary school students to understand ways mentors might better form closer dyadic bonds yielding longer mentoring relationships. Four metathemes emerged: (a) encouragement, (b) relating style, (c) time and presence, and (d) language nuances. Specific components within these metathemes increased both synergy in the dyad and satisfaction for the mentors. Ethnic and cultural dyad characteristics are discussed and presented via proposed effective practices for cross-cultural, cross-age mentoring.  相似文献   

A sociocultural investigation of the efficacy of outdoor education to improve learner engagement     

Robert White 《Emotional and Behavioural Difficulties》2013,18(1):13-23

A sociocultural investigation with Year 8 secondary-school students experiencing marginalization and displaying signs of social and emotional difficulties in engaging fully with school life who participated in a mediated outdoor education programme was undertaken for this study. The findings indicate that there was a very statistically significant change in self-concept (p < 0.05) during the course of the programme. In addition, all participants reported positive results in relation to building trust, group cohesion, and emotional regulation with positive results on facing the challenges they experience daily within school. Moreover, 75% reported that they experienced positive gains in their family since beginning participation in the programme, and 100% stated that they had developed a deeper level of trust for the other group members.  相似文献   

Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

Voting Power on School Governing Boards: The Countenance of Proportionality     

Anthony Kelly 《Educational Research and Evaluation》2013,19(3):277-297

Acknowledging the realities and responsibilities of power is a precondition to using it wisely. The claim that there has been a shift in power away from the formal providers of education towards the individual consumer is one that needs closer investigation. This paper uses the mathematics of cooperative multiperson game theory to analyse the relative strengths of the various representative groupings on three different models of school governing bodies. Only a basic knowledge of mathematics is assumed as the various coalitions are analysed and compared, and conclusions drawn about the relative power of major and minor factions. Voting strategies, suggested payoffs for winning coalitions and implications for committee-forming are fully examined. The paper is based on the author's direct experience of school amalgamations in the border region of Ireland. An extended consideration of the theory of voting in multiperson games can be found in his book Decision-Making and Game Theory (2002, Cambridge University Press).  相似文献   

Accessing ICLAS Network Log Data to Study Student Computer Usage,Course Performance,and Attitude Change     

James A. White  Andria P. Troutman  M. R. Chancey 《Technology, Pedagogy and Education》2013,22(1):79-89

ABSTRACT

This study demonstrated how network usage logs such as those generated by the IBM Classroom Local Area Network Administration System (ICLAS) can be used to study student use of software available on a local area network. Software instrumentation was developed to convert ICLAS log files to a format (?.DIF) usable by spreadsheet and statistics software. Data on 163 students enrolled in an ‘Introduction to Computers in Education’ course during the Summer, 1992 session at the University of South Florida were compiled for exploratory analysis. Correlations of lab use time to course grade, change in knowledge, and change in attitude were performed. It was found that amount of lab use correlated significantly to general attitude toward computers, but that it did not correlate significantly to change in attitude toward school uses of computers or to change in knowledge of course topics.  相似文献   

Affirmative Action     

Anthony J. Cortese 《Equity & Excellence in Education》2013,46(2-4):77-89

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Shedding Humanity,Shredding the Humanities     

Anthony Esolen 《Academic Questions》2018,31(3):274-280

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Responses to oral glucose challenge differ by physical activity volume and intensity: A pilot study     

Trevor N. Simper  Cecile Morris  Anthony Lynn  Ciara O'Hagan  Karen Kilner 《运动与健康科学(英文)》2020,9(6):645-650

BackgroundOne-hour postprandial hyperglycemia is associated with increased risk of type 2 diabetes and cardiovascular disease. Physical activity (PA) has short-term beneficial effects on post-meal glucose response. This study compared the oral glucose tolerance test results of 3 groups of people with habitually different levels of PA.MethodsThirty-one adults without diabetes (age 25.9 ± 6.6 years; body mass index 23.8 ± 3.8 kg/m²; mean ± SD) were recruited and divided into 3 groups based on self-reported PA volume and intensity: low activity < 30 min/day of moderate-intensity activity (n = 11), moderately active ≥ 30 min/day of moderate-intensity PA (n = 10), and very active ≥ 60 min/day of PA at high intensity (n = 10). Participants completed an oral glucose tolerance test (50 g glucose) with capillary blood samples obtained at baseline, 15 min, 30 min, 45 min, 60 min, 90 min, and 120 min post-ingestion.ResultsThere were no significant differences between groups for age or body fat percentage or glycated hemoglobin (p > 0.05). The groups were significantly different in terms of baseline glucose level (p = 0.003) and, marginally, for gender (p = 0.053) and BMI (p = 0.050). There was a statistically significant effect of PA on the 1-h postprandial glucose results (p = 0.029), with differences between very active and low activity groups (p = 0.008) but not between the moderately active and low activity groups (p = 0.360), even when baseline glucose level and gender differences were accounted for. For incremental area under the curve there was no significant effect of activity group once gender and body fat percentage had been accounted for (p = 0.401). Those in the low activity group took 15 min longer to reach peak glucose level than those in the very active group (p = 0.012).ConclusionThe results suggest that high levels of PA have a beneficial effect on postprandial blood glucose profiles when compared to low and moderate levels of activity.  相似文献   

A Ṭā’ifa in Exile: Sayf al-Dawla and the Survival of the Banū Hūd     

Anthony Minnema 《Al-Masaq: Islam & the Medieval Mediterranean》2019,31(1):1-19

In 1145–1146, Sayf al-Dawla returned to al-Andalus to create an independent kingdom and return the Banū Hūd of Zaragoza to prominence. His task was a difficult one, not least because he’d spent a decade serving the Christian king Alfonso VII. After a year of campaigning, Sayf al-Dawla secured a base of support in Murcia. However, he died shortly after his coronation in a battle with Christian allies who were allegedly sent by Alfonso to help him. In addition to providing an explanation for the battle and his death, the article examines how Sayf al-Dawla promoted the legitimacy of his state through his coinage, adherence to Andalusī traditions, and a network of fellow exiles. It interprets the Zaragozan ?ā’ifa as a moveable faction rather than a fixed geographical entity and connects Sayf al-Dawla’s kingdom to later movements to demonstrate how his actions preserved the Banū Hūd’s prestige in Andalusī imaginations.  相似文献