How performance happens (and how to help it happen better) part 12: Ten keys to successful performance facilitation     

Clay Carr 《Performance Improvement》1992,31(1):36-40

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When Names and Schools Collide: Critically Analyzing Depictions of Culturally and Linguistically Diverse Children Negotiating Their Names in Picture Books     

Tina Keller  Judith K. Franzak 《Children‘s Literature in Education》2016,47(2):177-190

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The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education     

Wassilis Kassis  Ulrike Graf  Roger Keller  Kathrin Ding  Carsten Rohlfs 《欧洲师范教育杂志》2019,42(3):391-409

We conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, we developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, we discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.  相似文献   

Implicit Gender Stereotypes and Essentialist Beliefs Predict Preservice Teachers’ Tracking Recommendations     

Miriam Nürnberger  Josef Nerb  Florian Schmitz  Johannes Keller  Stefan Sütterlin 《Journal of Experimental Education》2016,84(1):152-174

This study investigated the extent to which differences in implicit and explicit math–language gender stereotypes, and essentialist beliefs among preservice teachers affect tracking recommendations for math/science- versus language-oriented secondary schools. Consistent with expectations, the results suggest that student's gender influences preservice teachers’ school career recommendations: Boys are more likely to be recommended for a math/science-oriented secondary school, whereas girls are more likely recommended for a language-oriented school. Both implicit math–language gender stereotypes and beliefs in genetic determinism (reflecting essentialist beliefs) predicted the stereotypicality of school career recommendations, whereas explicit measures did not. The results suggest that more closely investigating factors contributing to stereotypical behavior in teachers might help to minimize biased actions and decisions in the educational context.  相似文献   

Guest Editor's Introduction: Technical Communication in the Age of Distributed Work     

Clay Spinuzzi 《Technical Communication Quarterly》2007,16(3):265-277

In this introduction, I review the topic of the special issue, distributed work: coordinative, polycontextual, cross-disciplinary work that splices together divergent work activities (separated by time, space, organizations, and objectives) and that enables the transformations of information and texts that characterize such work. After reviewing the literature on distributed work, I introduce the articles in this special issue.  相似文献   

Joint Attention in Human and Chimpanzee Infants in Varied Socio-Ecological Contexts     

Kim A. Bard  Heidi Keller  Kirsty M. Ross  Barry Hewlett  Lauren Butler  Sarah T. Boysen  Tetsuro Matsuzawa 《Monographs of the Society for Research in Child Development》2021,86(4):7-217

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Pseudotransactionality, Activity Theory, and Professional Writing Instruction   总被引：1，自引：0，他引：1  

Clay Spinuzzi 《Technical Communication Quarterly》1996,5(3):295-308

Pseodotransactionality—writing that Is patently designed by a student to meet teacher expectations rather than to perform the “real” function the teacher has suggested—is a problem that has frequently troubled writing teachers, especially professional writing teachers. This article attempts to analyze the problem from a sociohistorical perspective by using two Russian theoretical exports: (1) M. M. Bakhtin's concept of genre and (2) Vygotsklan activity theory. The article concludes by suggesting how a sociohistorical perspective mlght help to counteract pseudotransactionality In the professional writing classroom.  相似文献   

The Thomas Outreach Project (TOP): an early years intervention for children with an autistic spectrum disorder (ASD)     

Belinda Medhurst  Daisy Clay 《Educational Psychology in Practice》2008,24(1):69-78

The Thomas Outreach Project (TOP) has developed from the Hampshire outline for meeting the needs of under fives on the autistic spectrum (THOMAS) course and has been in operation for over five years in Hampshire, supporting pre‐schools and families with a range of strategies for use in all settings. In reviewing the service delivered we have assessed some of the more measurable outcomes with a view to establishing the success criteria and core components for successful early interventions with autistic spectrum disorders (ASD). It appears clear that visual structure is a key component of curriculum delivery, together with the development of play through child centred approaches such as “special time”. In examining parents’ views of celebrations at the end of service delivery, the importance of tolerance and social interaction skills seem to have been of most value, and contribute to the “feel good” factors evident from the input of TOP services across the county.  相似文献   

When a problem is more than a teacher’s question     

Jo Clay Olson  Libby Knott 《Educational Studies in Mathematics》2013,83(1):27-36

Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus instructors suggests that their mindset influences how they pose problems. In this paper, we describe the reflexive relationship between an instructor’s mindset and problem-posing episodes.  相似文献   

Information about human sexuality: sources,satisfaction, and perceived knowledge among college students     

Scott Edward Rutledge  Darcy Clay Siebert  Jill Chonody  Michael Killian 《Sex education》2013,13(4):471-487

This study explored how 333 undergraduate and graduate students attending a large university in the southeastern USA learned about sex, their satisfaction with how they learned about sex, and their self-perceived knowledge before and after taking a human sexuality course. An anonymous, voluntary survey was administered to students in the first and last sessions of human sexuality classes each semester from fall 2004 until spring 2006. Standardized measures included how students learned about sex, satisfaction with ways they learned about sex, barriers to parent–child discussions, and self-perceived knowledge about sex. Although 67% of students indicated parents should be instrumental in sex education, only 15% indicated parents as a primary source. Thirty-seven percent reported some level of dissatisfaction with how they learned about sex. Self-perceived knowledge increased significantly following the course. College courses addressing sexuality as integral to human development should complement college programming that focuses on risk reduction for sexually transmitted diseases/infections, sexual assault, and unintended pregnancy.  相似文献