Editor's Notes     

Diane Brunner 《Teaching Education》2013,24(2):1-2

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Context in Methods Course Learning: Lessons for partnership work     

Mary Beth Henning  Diane Yendol‐Hoppey 《Teaching Education》2013,24(4):401-416

Teacher education programs are being encouraged to collaborate with K‐12 partners to develop and implement contextually rich field experiences that integrate methods course instruction with public school practices. As a result, we outline four models of integrating methods instruction and field experiences and raise the question “How does the classroom and school context of the field experience influence what prospective teachers learned in the methods courses?” This study examines the way two different cohorts of prospective elementary teachers who learned to teach in two different contexts define their own social studies pedagogical content knowledge. The students' espoused philosophies of education offer insight into how different models of integrated field experiences may impact on their beliefs about social studies teaching. Through this study we raise questions that should be considered in constructing methods courses linked to field experiences and suggest Bronfenbrenner's model as a tool for looking at these contextual influences.  相似文献   

Reflection on their first five years of teaching: understanding staying and impact power     

Katie M. Tricarico  Jennifer Jacobs  Diane Yendol-Hoppey 《Teachers and Teaching》2013,19(3):237-259

Teacher turnover in urban schools is occurring at a breakneck pace; thus, it is important for us to understand the characteristics of teachers who stay and succeed in these settings. In order to address this need, this study examines the preparation and induction experiences of teachers who completed a Transition to Teaching – a funded urban apprenticeship program. Three research questions guided the study: (1) How do participants describe the characteristics that influence their five-year retention? (2) How do participants describe their success as teachers? and (3) How do participants describe the professional support they received in their preparation program and during the subsequent four years after completing the program? Quantitative and qualitative data via interviews, focus group, and an examination of teachers’ district performance scores were utilized, as a means of understanding teachers’ staying and impact power. Staying power refers to the ability to endure or last within challenging contexts by possessing strength enough to persevere. Impact power refers to their ability to influence student learning. Four assertions describe the factors influencing developing teachers who stay and have impact as they teach in challenging urban schools, suggesting that these teachers possess a strong work ethic, seek specific resources to improve pedagogy, have the knowledge and skills necessary to differentiate instruction, and seek teacher leadership opportunities in their schools. This study suggests several implications for teacher educators, educational leaders, administrators, and researchers working with new teachers in urban schools or with populations that are predominantly children of color.  相似文献   

An Integrated Human Information Behavior Research Framework for Information Studies   总被引：1，自引：0，他引：1  

Diane H. Sonnenwald  Mirja Iivonen   《Library & information science research》1999,21(4):429

Human information behavior is emerging as an important component of information studies. As in many emerging research areas, one challenge is to identify important facets of human information behavior and understand how different methods can be best used to research these facets. This paper presents the framework of an approach to designing and synthesizing research studies in human information behavior. The framework emerges from previous research in human information behavior and incorporates Ranganathan's framework for knowledge organization. It proposes that research studies that investigate human information behavior should consider the following facets: personality, matter, energy, space, and time. Personality refers to actors, and in this framework includes participants and their social networks. Matter refers to the target of the action. It includes information and information resources, including services and technology that may provide access to information. Energy is the action itself, including the participants' tasks, processes, and goals. Space is the environment of the action, and includes physical space as well as organizational and sociopolitical contexts. Time is the nonspatial continuum in which actions and events occur; in the framework, time is considered an episode, interval, or eon. Facets that should be investigated and taken into account in a study help guide the selection of the research methods for the study. Furthermore, research results from multiple studies can be synthesized by understanding the relationships among the facets investigated in the different studies.  相似文献   

Extended Validation of the Korean Version of the Quality of Life Survey     

SeYun Park  Erin Reifsteck  Diane L. Gill 《Measurement in physical education and exercise science》2019,23(2):110-117

In this study, we examined the factor structure and reliability of the Korean Quality of Life (KQoL) survey and compared the KQoL survey to both the World Health Organization Quality of Life-Brief Version (WHOQOL-BREF) and the Satisfaction with Life Scale (SWLS). We also assessed associations between KQoL scores and physical activity (PA) participation. Participants were 557 (male = 281, female = 276) healthy Korean adults with ages between 18 and 71 years (M = 33.2, SD = 14.2). Results of confirmatory factor analyses confirmed the 7-subscale model and indicated acceptable values supporting convergent validity (χ² = 1,678.758, df = 443, p < .001, RMSR = .045, RMSEA = .071, TLI = .880, CFI = .892). Correlations of KQoL subscales with similar subscales of WHOQOL-BREF and with SWLS supported concurrent validity. Results confirm that the KQoL survey can assess multidimensional aspects of quality of life (QoL), including spiritual, physical, social, and psychological. KQoL scores were positively related to PA participation, in line with previous research supporting the positive association of PA with QoL.  相似文献   

Status of educational services to handicapped students with limited English proficiency: report of a statewide study in California     

P T Cegelka  R Lewis  A M Rodriguez 《Exceptional children》1987,54(3):220-227

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Teacher‐Pupil Relationships in Adult Literacy Tuition     

Diane Braund 《British Journal of Sociology of Education》1985,6(2):185-207

This paper attempts to trace the dynamic processes involved in the establishment and maintenance of teacher‐pupil relationships and to explore some of the frameworks to be found at the level of face‐to‐face interaction. The article draws upon a qualitative study of one‐to‐one adult literacy tuition (Braund, 1981), which utilises the perspectives, experiences and definitions of grass‐roots participants to provide illumination and insight into an essentially ‘closed’ world. To these everyday interpretations, concepts from social phenomenology and symbolic interactionism are applied. The study reveals the stage by stage evolution of tutor‐student relationships during which individual interpretations and definitions of the situation are combined through negotiation to form a tailor‐made working concensus within each dyad. It goes on to show how the seeds of change contained within each relationship cause it to be in a state of constant evolution leading ultimately to its metamorphosis or termination. This emerging pattern, or relationship ‘career’, provides a framework to an apparently unstructured situation and it is the analysis of this process which forms the basis of the paper.  相似文献   

A comparison of Dabrowski's overexcitabilities by gender for American and Korean high school gifted students     

Jane Piirto  Diane Montgomery  James May 《High Ability Studies》2008,19(2):141-153

The differences between US (Ohio) gifted and talented high school students and South Korean gifted and talented high school students on the Overexcitabilities Questionnaire II (OEQ II) were investigated. The OEQ II was administered to 227 Ohio identified gifted and talented high school students (M = 88, F = 139) and to 341 high school students from four specialized high schools (one for science, one for foreign language, and two for the arts) in Seoul, Korea (M = 117; F = 224). Multiple analysis of variance by gender and country revealed that Korean males and females scored higher in psychomotor OE and that US males and females scored higher in imaginational OE. No differences were found in intellectual OE, emotional OE, or sensual OE.  相似文献   

Taking critical thinking,creativity and grit online     

Nussbaum  Miguel  Barahona  Camila  Rodriguez  Fernanda  Guentulle  Victoria  Lopez  Felipe  Vazquez-Uscanga  Enrique  Cabezas  Veronica 《Educational technology research and development : ETR & D》2021,69(1):201-206

Technology has the potential to facilitate the development of higher-order thinking skills in learning. There has been a rush towards online learning by education systems during COVID-19; this can therefore be seen as an opportunity to develop students’ higher-order thinking skills. In this short report we show how critical thinking and creativity can be developed in an online context, as well as highlighting the importance of grit. We also suggest the importance of heuristic evaluation in the design of online systems to support twenty-first century learning.

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Young children's understanding of perception, desire, and emotion   总被引：1，自引：0，他引：1  

Wellman HM  Phillips AT  Rodriguez T 《Child development》2000,71(4):895-912

Very young children seem to know that people experience several mental states: desires, perceptions, emotions. In three studies, we investigated 2- and young 3-year-olds' judgments and communications about how these states connect together in people's lives and minds. Two experimental studies with 56 participants demonstrated young children's understanding of at least one set of connections: In appropriate circumstances, a person's perception of desirable or undesirable objects leads to related emotional experiences. A complementary investigation of four young children's everyday conversations demonstrated their awareness of and expression of several additional connections between people's desires, perceptions, and emotions.  相似文献