For children only? Effects of the KiVa antibullying program on teachers     

Annarilla Ahtola  Anne Haataja  Antti Kärnä  Elisa Poskiparta  Christina Salmivalli 《Teaching and Teacher Education》2012

The effects of an antibullying program, KiVa, on Grade 1–3 teachers' perceptions of bullying were investigated. Data were gathered from 128 teachers in 33 intervention schools and 110 teachers in 29 control schools. Two-level regression models showed that, at the end of the intervention year, self-evaluated competence to tackle bullying was at a higher level in the intervention schools than in the control schools. In addition, in the intervention schools, participation in KiVa activities was associated with teacher perceptions of bullying. The need to take teacher and organization perspectives into consideration in future whole-school intervention studies is discussed.  相似文献   

Graph-based term weighting for information retrieval     

Roi Blanco  Christina Lioma 《Information Retrieval》2012,15(1):54-92

A standard approach to Information Retrieval (IR) is to model text as a bag of words. Alternatively, text can be modelled as a graph, whose vertices represent words, and whose edges represent relations between the words, defined on the basis of any meaningful statistical or linguistic relation. Given such a text graph, graph theoretic computations can be applied to measure various properties of the graph, and hence of the text. This work explores the usefulness of such graph-based text representations for IR. Specifically, we propose a principled graph-theoretic approach of (1) computing term weights and (2) integrating discourse aspects into retrieval. Given a text graph, whose vertices denote terms linked by co-occurrence and grammatical modification, we use graph ranking computations (e.g. PageRank Page et al. in The pagerank citation ranking: Bringing order to the Web. Technical report, Stanford Digital Library Technologies Project, 1998) to derive weights for each vertex, i.e. term weights, which we use to rank documents against queries. We reason that our graph-based term weights do not necessarily need to be normalised by document length (unlike existing term weights) because they are already scaled by their graph-ranking computation. This is a departure from existing IR ranking functions, and we experimentally show that it performs comparably to a tuned ranking baseline, such as BM25 (Robertson et al. in NIST Special Publication 500-236: TREC-4, 1995). In addition, we integrate into ranking graph properties, such as the average path length, or clustering coefficient, which represent different aspects of the topology of the graph, and by extension of the document represented as a graph. Integrating such properties into ranking allows us to consider issues such as discourse coherence, flow and density during retrieval. We experimentally show that this type of ranking performs comparably to BM25, and can even outperform it, across different TREC (Voorhees and Harman in TREC: Experiment and evaluation in information retrieval, MIT Press, 2005) datasets and evaluation measures.  相似文献   

Differential growth patterns in emerging reading skills of Turkish-German bilingual and German monolingual primary school students     

Christina K. Limbird  Jessica T. Maluch  Camilla Rjosk  Petra Stanat  Hans Merkens 《Reading and writing》2014,27(5):945-968

Students from Turkish-speaking families are the largest minority language group in Germany. Yet, little is known about this group’s literacy development. Using data from a 3-year longitudinal study, we examined whether the same base reading skills are involved in early reading comprehension of 100 Turkish-German bilingual and 69 German monolingual children. We applied a basic theoretical model of reading development to examine how emerging literacy develops for monolingual compared to bilingual children. Both the bilingual and monolingual children in this sample developed the investigated base reading skills at the same rate. However, the relations among phonological awareness, German vocabulary, and word decoding showed differential patterns in the development of German reading comprehension skills for the two groups: monolingual children appeared to make use of their phonological awareness skills more, whereas reading comprehension depended more on vocabulary skills for bilingual readers. Our findings indicate that bilingual emerging readers require specialized models of reading development to account for their unique routes into reading comprehension. The results of the study point to a need for increased attention to vocabulary building in the early phases of literacy acquisition for bilingual children.  相似文献   

Where the private meets the public: Results of a survey of library professionals’ observed student use of academic library spaces for prayer     

Christina Riehman-Murphy  Emily Mross 《College & Undergraduate Libraries》2013,20(2):124-148

Abstract

Reports of college students using the library for spiritual practices, including prayer and meditation, consist mainly of anecdotal observations, news stories, or press releases about the creation of such spaces within academic libraries. Driven by their own experiences with students using library spaces for prayer, the authors examined how prevalent this was across US academic institutions. Using a large-scale national survey, this study found library professionals observe a wide range of student prayer behavior in a variety of library spaces, regardless of institutional or campus demographics. The results provide academic libraries with evidence to support accommodating students’ spiritual needs in library spaces.  相似文献   

Information Literacy in Music History: Fostering Success in Teaching and Learning     

Alessia Zanin-Yost  Christina L. Reitz 《图书馆管理杂志》2013,53(7):562-572

ABSTRACT

The article describes the collaborative process between the authors in adapting course assignments in undergraduate music history courses to demonstrate actual learning of content and information literacy skills. Although the inclusion of the information literacy standards is an important step in developing critical thinking skills, other factors impede students to perform well such as lack of knowledge on how to structure a research paper or not understanding how to properly cite the information. By monitoring student performance, the faculty and instruction librarian can make changes to improve student learning and the acquisition of critical thinking skills.  相似文献   

Engaging MSW Students in Faculty Research: Students’ Perspectives of Involvement in a Program Evaluation     

Rebecca L. Thomas  Christina M. Chiarelli-Helminiak  Kyle Barrette  Brunilda Ferraj 《Journal of Teaching in Social Work》2013,33(3):275-288

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.  相似文献   

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective     

Lay Hoon Seah  David John Clarke  Christina Eugene Hart 《International Journal of Science Education》2013,35(6):952-973

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of ‘States of Matter’ in a Grade 7 classroom (12–13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language.  相似文献   

A loophole of retreat? Predominately White institutions as paradoxical spaces for high achieving African American women     

Christina S. Haynes 《International journal of qualitative studies in education》2013,26(8):998-1018

Abstract

High achieving Black female students attending predominately-White institutions (PWIs) are stereotyped as being strong willed and celebrated for their resilience. On the surface, these narratives seem to compliment African American students for doing well. However, strong-Black-woman depictions trivialize the racism and sexism these women experience. Utilizing Black feminist geographic theory, I argue that colleges and universities can be “paradoxical spaces” for academically successful Black women: The sense of accomplishment that comes from performing at peak levels often gets undercut by the marginalization these women face on campus. Qualitative, open-ended interviews of 20 participants attending a large Midwestern PWI demonstrate that high achieving African American women relish the intellectual challenges of their academic pursuits, yet they also deal with intense feelings of isolation and frustration.  相似文献   

Intercultural dimensions in the (new) curriculum of Cyprus: the way forward     

Christina Hajisoteriou  Lefkios Neophytou  Panayiotis Angelides 《Curriculum Journal》2013,24(3):387-405

In 2010, the Ministry of Education and Culture (MEC) in Cyprus introduced a ‘new’ national curriculum for all public schools of the Cypriot republic. The overarching purpose of this study is to examine how the ongoing educational reform in Cyprus could set a different ideological framework, within which intercultural education may be developed and implemented. To this end, it provides a number of important insights into the intercultural dimension of the ‘new’ national curriculum by exploring the formal and the ideological levels of the curriculum. More specifically, it indicates the ways in which the ideological curriculum has been formed by the complex and often counteractive discourses of monoculturalism, multiculturalism and interculturalism due to the socio-historical context of Cyprus. The conclusions of this study assert that further research should be conducted to examine the implications pertaining to teachers’ practice and student learning with regard to intercultural education.  相似文献   

An exploration of the use of disruption as a pedagogic intervention     

Christina Schwabenland 《Educational Action Research》2013,21(2):293-309

This article describes a journey of exploration in which I take a hitherto unexamined aspect of my teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto‐ethnographic research in that I am my own subject, located within the context of the classroom. My purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education, so that that which is known but not yet thought becomes available for reflection and challenge. The article is structured in such a way as to trace the thought processes that shaped the direction of the journey; it follows a logic dictated by the heuristics of recognition and association. Throughout the journey I draw on students’ reflective reports to illustrate my conclusions that disruption is a metaphorical strategy that uses associative logic to promote transformations in students’ underlying belief systems and is an artefact of a relativist ontology. It assumes a political stance about the challenging of power relationships and of collusion. I conclude by identifying some ethical issues that are raised by this teaching strategy. I highlight the importance of a relationship of trust between teacher and student that is based on a shared commitment to each other’s potentiality.  相似文献