The Use of Collaboration,Authentic Learning,Linking Material to Personal Knowledge,and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members     

Dianne E. Zielinski 《Community College Journal of Research & Practice》2013,37(10):668-686

ABSTRACT

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in student-centered teaching methods by the professional development department at a community college were interviewed. Interviews were supplemented with teacher-generated documents and classroom observations. All reported implementing the recommended practices in the classrooms, both online and in traditional face-to-face classrooms.  相似文献   

Supervisors' conceptions of research and the implications for supervisor development     

Dianne Bills 《International Journal for Academic Development》2013,18(1):85-97

Teaching reform in higher education has frequently been informed by investigations into conceptions of learning held by students and by teachers. Such work has been extended into research education, with the study of experienced researchers' conceptions of research providing a basis for enquiry into the way research is experienced by the various participants in research education. This paper reports research designed to investigate research supervisors' conceptions of research as they were produced in focus group conversations. Using techniques of membership categorisation analysis, discourses are identified that privileged university‐based research and researchers over other forms of research and other ways of knowing, in particular over the interests of professional/practitioner researchers and over the legitimacy of research conducted in workplaces outside the university. It is argued that such discourses have the potential to be problematic for professional and industry‐based practitioner researchers as they seek to construct authoritative researcher identities. Further interrogation of the categorisation work that sustains these discourses offers the opportunity to make their assumptions explicit, which has implications for supervisors' reflective practice and professional development.  相似文献   

Interpreting inclusivity: an endeavour of great proportions     

Richard George Berlach  Dianne Joy Chambers 《International Journal of Inclusive Education》2013,17(5):529-539

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.  相似文献   

Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching,Early Field Experiences,and Entry Year Teaching     

Dianne M. Gut  Pamela C. Beam  John E. Henning  Deborah C. Cochran  Rhonda Talford Knight 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):240-263

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.  相似文献   

Trait self-esteem and claimed self-handicapping motives in sports situations     

Lucie Finez  Sophie Berjot  Elisabeth Rosnet  Christena Cleveland  Dianne M. Tice 《Journal of sports sciences》2013,31(16):1757-1765

Abstract

We examined the relationship between physical self-esteem and claimed self-handicapping among athletes by taking motives into consideration. In Study 1, 99 athletes were asked to report their tendency to engage in claimed self-handicapping for self-protective and self-enhancement motives (trait measures). Low self-esteem athletes reported a higher tendency to engage in claimed self-handicapping for these two motives compared with high self-esteem athletes. Neither low nor high self-esteem athletes reported a preference for one motive over the other. In Study 2, 107 athletes participated in a test that was ostensibly designed to assess high physical abilities – and thus to encourage self-handicapping for self-enhancement motives (success-meaningful condition) – or to assess low physical abilities, and thus to encourage self-handicapping for self-protective motives (failure-meaningful condition). Before starting the test, athletes were given the opportunity to claim handicaps that could impair their performance. Low self-esteem athletes claimed more handicaps than high self-esteem athletes in both conditions. Findings suggest that low physical self-esteem athletes engage more in claimed handicapping regardless of motives, relative to high physical self-esteem athletes.  相似文献   

Implications of task structure on self‐regulated learning and achievement     

Ken R. Lodewyk  Philip H. Winne  Dianne L. Jamieson‐Noel 《教育心理学》2009,29(1):1-25

School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students.  相似文献   

QCS: A system for querying, clustering and summarizing documents     

Daniel M.  Dianne P.  John M.  Judith D.   《Information processing & management》2007,43(6):1588

Information retrieval systems consist of many complicated components. Research and development of such systems is often hampered by the difficulty in evaluating how each particular component would behave across multiple systems. We present a novel integrated information retrieval system—the Query, Cluster, Summarize (QCS) system—which is portable, modular, and permits experimentation with different instantiations of each of the constituent text analysis components. Most importantly, the combination of the three types of methods in the QCS design improves retrievals by providing users more focused information organized by topic.We demonstrate the improved performance by a series of experiments using standard test sets from the Document Understanding Conferences (DUC) as measured by the best known automatic metric for summarization system evaluation, ROUGE. Although the DUC data and evaluations were originally designed to test multidocument summarization, we developed a framework to extend it to the task of evaluation for each of the three components: query, clustering, and summarization. Under this framework, we then demonstrate that the QCS system (end-to-end) achieves performance as good as or better than the best summarization engines.Given a query, QCS retrieves relevant documents, separates the retrieved documents into topic clusters, and creates a single summary for each cluster. In the current implementation, Latent Semantic Indexing is used for retrieval, generalized spherical k-means is used for the document clustering, and a method coupling sentence “trimming” and a hidden Markov model, followed by a pivoted QR decomposition, is used to create a single extract summary for each cluster. The user interface is designed to provide access to detailed information in a compact and useful format.Our system demonstrates the feasibility of assembling an effective IR system from existing software libraries, the usefulness of the modularity of the design, and the value of this particular combination of modules.  相似文献   

Inhibition,Integrity and Etiquette Among Online Learners: The Art of Niceness     

Dianne Conrad 《Distance Education》2002,23(2):197-212

Recent research on online learning has explored the dense fabric of social presence giving us a better understanding of the rhythms of the teaching-learning exchange. Quantitative studies, especially, have concluded with calls for deeper, more intensive explorations into what happens in online learning environments (Rourke, Anderson, Garrison, & Archer, Journal of Distance Education, 14 (2), 50-71, 1999 ). In this paper, the results of an interpretive study conducted among mature university learners engaged in online study reveal learners' strong affinity to a code of online etiquette. On the demanding front lines of online learning, these learners valued and constructed ways of "being nice" to their fellow learners, creating tolerable levels of harmony and community within which to complete their studies successfully.  相似文献   

Is phonology bypassed in normal or dyslexic development?     

Bruce F. Pennington  Dianne L. Lefly  Guy C. Van Orden  Myra O. Bookman  Shelley D. Smith 《Annals of dyslexia》1987,37(1):62-89

A pervasive assumption in most accounts of normal reading and spelling development is that phonological coding is important early in development but is subsequently superseded by faster, orthographic coding which bypasses phonology. We call this assumption, which derives from dual process theory, the developmental bypass hypothesis. The present study tests four specific predictions of the developmental bypass hypothesis by comparing dyslexics and nondyslexics from the same families in a cross-sectional design. The four predictions are: 1) That phonological coding skill develops early in normal readers and soon reaches asymptote, whereas orthographic coding skill has a protracted course of development; 2) that the correlation of adult reading or spelling performance with phonological coding skill is considerably less than the correlation with orthographic coding skill; 3) that dyslexics who are mainly deficient in phonological coding skill should be able to bypass this deficit and eventually close the gap in reading and spelling performance; and 4) that the greatest differences between dyslexics and developmental controls on measures of phonological coding skill should be observed early rather than late in development. None of the four predictions of the developmental bypass hypothesis were upheld. Phonological coding skill continued to develop in nondyslexics until adulthood. It accounted for a substantial (32–53 percent) portion of the variance in reading and spelling performance in adult nondyslexics, whereas orthographic coding skill did not account for a statistically reliable portion of this variance. The dyslexics differed little across age in phonological coding skill, but made linear progress in orthographic coding skill, surpassing spelling-age (SA) controls by adulthood. Nonetheless, they didnot close the gap in reading and spelling performance. Finally, dyslexics were significantly worse than SA (and Reading Age [RA]) controls in phonological coding skill only in adulthood. This research was supported by the following grants to the first author: A NIMH RSDA (MH00419-05) and project grants from NIMH (MH38820-04), NICHD (HD19423-02) and the March of Dimes (12-135). Author Smith’s work was supported by a project grant from NICHD (HD 19423-02).  相似文献   

Visions and realities of Internet use in schools: Canadian perspectives     

Susan Gibson  Dianne Oberg 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):569-585

Teachers in many countries are being expected to use the Internet in their work. Research on the Canadian experience of Internet implementation provides insights that may be valuable for researchers and educators in other countries. A three‐year study, using both quantitative and qualitative approaches, examined both the visions for Internet use and the realities of everyday practice related to Internet use in Canadian schools. Participants in the study included ministry of education officials, teacher association officials, classroom teachers, and school administrators. Findings of the study suggest that all four participant groups were positive about the visions of the Internet as a tool with the potential to contribute to the enhancement of teaching and the development of information literate students. The realities of Internet use, however, were quite different from the visions. All four participant groups reported that the Internet was being used mostly to increase access to information. Its potential as an innovative learning tool for students and for teachers was largely unrealised. Few respondents reported using the collaboration, creation, and dissemination capabilities of the Internet. This outcome appeared to be the result of limited infrastructure support, difficulties in infusing Internet use into curriculum, and lack of appropriate teacher professional development.  相似文献