Cross-school Mentoring: Training and implementing a peer mentoring strategy     

Gill Pyatt 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):171-177

This article describes a project based on Year 7 pupils (aged 11-12 years) in a UK inner-city girls' school classified as 'in challenging circumstances'. The girls were cross-mentored by Year 12 (aged 16-17 years) girls from another local girls' school. The city has a diverse multi-cultural population where single gender education is an active preference for many parents. This parental dimension influenced cooperation between the two schools. The conceptual theme for the mentoring project was that the older pupils provided a supportive framework for their younger peers. This was a conscious shift from the traditional notion of 'prefects control younger pupils'. Prior to operating the scheme, a training programme was devised by the city's Secondary Behaviour Support Team. The progress of this training course and the application of the techniques through the mentoring sessions are described.  相似文献   

Science teachers’ decision-making in Abstinence-Only-Until-Marriage (AOUM) classrooms: taboo subjects and discourses of sex and sexuality in classroom settings     

Puneet Singh Gill 《Sex education》2013,13(6):686-696

Sex education, especially in the southeastern USA, remains steeped in an Abstinence-Only-Until-Marriage (AOUM) approach, which sets up barriers to the education of sexually active students. Research confirms that science education has the potential to facilitate discussion of controversial topics, including sex education. Science teachers in the USA, however, may face legislative challenges influenced by the local political and social climate. This study aims to understand how science teachers address and construct curriculum related to sex education topics in AOUM environments. A Foucauldian lens is used to examine how teachers’ discourses influence decision-making concerning sex education. Findings from the study suggest that the AOUM curriculum influences the ways in which science teachers make decisions about the curriculum and taboo subjects such as homosexuality and abortion. The study also suggests that students learn about sex and sexuality in ways directly related to their personal experiences. Finally, study findings suggest that personal controversies, such as those relating to sexual health, can be integrated into science education through forms of teacher education and professional development attuned to the different ways that AOUM policies affect science teaching practices.  相似文献   

Sustaining High-Quality Teaching and Evidence-Based Curricula: Follow-Up Assessment of Teachers in the REDI Project     

Karen L. Bierman  Rebecca M. Sanford DeRousie  Brenda Heinrichs  Celene E. Domitrovich  Mark T. Greenberg  Sukhdeep Gill 《Early education and development》2013,24(8):1194-1213

Research Findings: Recent research has validated the power of evidence-based preschool interventions to improve teaching quality and promote child school readiness when implemented in the context of research trials. However, very rarely are follow-up assessments conducted with teachers in order to evaluate the maintenance of improved teaching quality or sustained use of evidence-based curriculum components after the intervention trial. In the current study, we collected follow-up assessments of teachers 1 year after their involvement in the REDI (REsearch-based, Developmentally Informed) research trial to evaluate the extent to which intervention teachers continued to implement the REDI curriculum components with high quality and to explore possible preintervention predictors of sustained implementation. In addition, we conducted classroom observations to determine whether general improvements in the teaching quality of intervention teachers (relative to control group teachers) were sustained. Results indicated sustained high-quality implementation of some curriculum components (the Promoting Alternative THinking Strategies curriculum) but decreased implementation of other components (the language/literacy components). Sustained intervention effects were evident on most aspects of general teaching quality targeted by the intervention. Practice or Policy: Implications for practice and policy are discussed.  相似文献   

Engaging Introductory Programming Students with CGI     

T. Grandon Gill 《Decision Sciences Journal of Innovative Education》2005,3(1):177-181

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Quick and Dirty Multimedia     

T. Grandon Gill 《Decision Sciences Journal of Innovative Education》2007,5(1):197-206

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Systematic Review of Adolescent Conceptions of Success: Implications for Wellbeing and Positive Education     

Gill  Anneliese  Trask-Kerr  Kylie  Vella-Brodrick  Dianne 《Educational Psychology Review》2021,33(4):1553-1582

Educational Psychology Review - Identifying different conceptions of success and how these relate to wellbeing is an important area of research. These insights would be especially beneficial for...  相似文献   

Virtual Dissection: An Interactive Anatomy Learning Tool     

Bruce Wainman  Akanksha Aggarwal  Sapriya K. Birk  Jaskaran S. Gill  Katrina S. Hass  Barbara Fenesi 《Anatomical sciences education》2021,14(6):788-798

The novelty of three-dimensional visualization technology (3DVT), such as virtual reality (VR), has captured the interest of many educational institutions. This study’s objectives were to (1) assess how VR and physical models impact anatomy learning, (2) determine the effect of visuospatial ability on anatomy learning from VR and physical models, and (3) evaluate the impact of a VR familiarization phase on learning. This within-subjects, crossover study recruited 78 undergraduate students who studied anatomical structures at both physical and VR models and were tested on their knowledge immediately and 48 hours after learning. There were no significant differences in test scores between the two modalities on both testing days. After grouping participants on visuospatial ability, low visuospatial ability learners performed significantly worse on anatomy knowledge tests compared to their high visuospatial ability counterparts when learning from VR immediately (P = 0.001, d = 1.515) and over the long-term (P = 0.003, d = 1.279). In contrast, both low and high visuospatial ability groups performed similarly well when learning from the physical model and tested immediately after learning (P = 0.067) and over the long-term (P = 0.107). These results differ from current literature which indicates that learners with low visuospatial ability are aided by 3DVT. Familiarizing participants with VR before the learning phase had no impact on learning (P = 0.967). This study demonstrated that VR may be detrimental to low visuospatial ability students, whereas physical models may allow all students, regardless of their visuospatial abilities, to learn similarly well.  相似文献   

Autism Spectrum Disorders: Neurobiology and current assessment practices     

Ryan A. Allen  Diana L. Robins  Scott L. Decker 《Psychology in the schools》2008,45(10):905-917

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc.  相似文献   

White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity   总被引：1，自引：1，他引：0  

Gill Crozier  Diane Reay  David James  Fiona Jamieson  Phoebe Beedell  Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.  相似文献   

Violent Political Contexts and the Emotional Concerns of Township Youth   总被引：1，自引：0，他引：1  

Gill Straker  Michaela Mendelsohn  Fathima Moosa  Pam Tudin 《Child development》1996,67(1):46-54

This article presents the findings of a series of studies that examine the perceptions of black South African youth about township life and the civil conflict and violence it encompasses. The studies were conducted with comparable samples of 58–82 youth at 3 points in South Africa's history, all characterized by high levels of violence but differing in terms of their political contexts. These contexts were overt State-community conflict, covert opposition and political repression, and intracommunity violence. The data revealed that in all 3 contexts youth reported a high exposure to violence, but only when violence occurred in the context of intracommunity conflict was it subjectively construed to be the most problematic. Reasons for this may include the real increase in more extreme forms of violence, including deaths, that occurs in intracommunity violence and the blurring of the distinction between political and criminal violence in this context.  相似文献