Forming the Mentor-Mentee Relationship     

Peter Hudson 《Mentoring & Tutoring: Partnership in Learning》2016,24(1):30-43

A positive mentor–mentee relationship is essential for the mentee’s development of teaching practices. As mentors can hold the balance of power in the relationship with preservice teachers, how do mentors develop positive mentor–mentee relationships? This multi-case study involved: (a) written responses from over 200 teachers involved in a mentoring professional development program, (b) nineteen mentor teachers with written responses and audio-recorded focus groups, and (c) two pairs of mentors and mentees with audio-recorded interviews. Findings revealed that positive relationships required the achievement of trust and respect by sharing information, resources, and expectations and by being professional, enthusiastic, and supportive with collaborative problem-solving. A model is presented that outlines ways in which mentors can form positive mentor–mentee relationships.  相似文献   

Local context and the comparator hypothesis     

Robert C. Barnet  Nicholas J. Grahame  Ralph R. Miller 《Learning & behavior》1993,21(1):1-13

“Comparator” accounts of associative conditioning (e.g., Gibbon & Balsam, 1981; Miller & Matzel, 1988) suggest that performance to a Pavlovian CS is determined, by a comparison of the US expectancy of the CS with the US expectancy of general background cues. Recent research indicates that variation in the excitatory value of cues in the local temporal context of a CS may have a profound impact on conditioned responding to the CS (e.g., Kaplan & Hearst, 1982), implicating US expectancy based on local, rather than overall, background cues as the critical comparator term for a CS. In two experiments, an excitatory training context attenuated responding to a target CS. In Experiment 1, the context was made excitatory by interspersing unsignaled USs with target CS-US trials. In this case, posttraining extinction of the conditioning context restored responding to the target CS. In Experiment 2, the target CS’s local context was made excitatory by the placement of excitatory “cover” stimuli in the immediate temporal proximity of each target CS-US trial. In this experiment, posttraining extinction of the proximal cover stimuli, not extinction of the conditioning context alone, restored responding to the target CS. An observation from both experiments was that signaling the otherwise unsignaled USs did not appear to influence the associative value of the conditioning context. The results are discussed in relation to a local context version of the comparator hypothesis and serve to emphasize the importance of local context cues in the modulation of acquired behavior. Taken together with other recent reports (e.g., Cooper, Aronson, Balsam, & Gibbon, 1990; Schachtman & Reilly, 1987), the present observations encourage contemporary comparator theories to reevaluate which aspects of the conditioning situation comprise the CS’s comparator term.  相似文献   

Planning in the Real World: Preschool Children's Scripts and Plans for Familiar Events   总被引：2，自引：0，他引：2  

Judith A. Hudson  Lauren R. Shapiro  Brandi B. Sosa 《Child development》1995,66(4):984-998

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Evolution of self-reporting methods for identifying discrete emotions in science classrooms     

Stephen M. Ritchie  Peter Hudson  Alberto Bellocchi  Senka Henderson  Donna King  Kenneth Tobin 《Cultural Studies of Science Education》2016,11(3):577-593

Emotion researchers have grappled with challenging methodological issues in capturing emotions of participants in naturalistic settings such as school or university classrooms. Self-reporting methods have been used frequently, yet these methods are inadequate when used alone. We argue that the self-reporting methods of emotion diaries and cogenerative dialogues can be helpful in identifying in-the-moment emotions when used in conjunction with the microanalysis of video recordings of classroom events. We trace the evolution of our use of innovative self-reporting methods through three cases from our research projects, and propose new directions for our ongoing development and application of these methods in both school and university classrooms.  相似文献   

Increasing interest in social studies: Social perspective taking and self-efficacy in stimulating simulations     

Hunter Gehlbach  Scott W. Brown  Andri Ioannou  Mark A. Boyer  Natalie Hudson  Anat Niv-Solomon  Donalyn Maneggia  Laura Janik 《Contemporary educational psychology》2008,33(4):894-914

This study examined the potential of simulations to bolster interest in middle school social studies classrooms. Using a pre–post-design, we examined 305 middle school students (49% female) who participated in the web-based GlobalEd simulation. In contrast to the motivation declines middle school students usually experience, participants in this simulation became more interested in social studies. We investigated four hypotheses as to why these increases may have occurred. We found no support for the possibility that, (a) students’ interest in a particular issue area or (b) their increased valuing of the subject matter, were related to their increased interest. However, results suggested that, (c) the challenging nature of the activity and (d) students’ increased propensity to engage in social perspective taking may have bolstered their interest in social studies. The discussion explores future research directions and whether implications for classroom teachers are warranted given the correlational nature of the research.  相似文献   

Lipids in foods. Chemistry,biochemistry and technology: By F. D. Gunstone and F. A. Norris. Pp. 170. Pergamon press,Oxford. 1983. Flexicover £8.75     

B.J.F Hudson 《Endeavour》1984,8(1):46

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What Are We Teaching in Diversity and Social Justice Courses? A Qualitative Content Analysis of MSW Syllabi     

Gita R. Mehrotra  Kimberly D. Hudson  Jen M. Self 《Journal of Teaching in Social Work》2017,37(3):218-233

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Educational personnel's perceptions of mainstreaming and resource room effectiveness     

Steve Graham  Nancy B. Burdg  Floyd Hudson  Dale Carpenter 《Psychology in the schools》1980,17(1):128-134

Equivalent forms of a questionnaire were administered to elementary classroom and resource room teachers. The questionnaires were designed to elicit teachers' attitudes and perceptions as to the effectiveness and appropriateness of mainstreaming, regular classroom teachers' level of skill competency, assistance from the resource room, and communication between the resource room and regular classroom teachers. Results indicated that resource and regular teachers evidenced differential perceptions as to all factors investigated. Educational implications of the findings were discussed and specific recommendations were proposed.  相似文献   

Impact of instruction on learning disabled students' creative thinking     

Twila H. Jaben  Donald J. Treffinger  Richard J. Whelan  Floyd G. Hudson  Susan B. Staincack  William Stainback 《Psychology in the schools》1982,19(3):371-373

Forty-nine pupils from learning disabilities intermediate-level classrooms served as subjects in the study and were randomly assigned to an experimental and control group. The Torrance Tests of Creative Thinking were used as pretests and posttests. The Purdue Creative Training Program was used to stimulate the learning disabled experimental group's divergent thinking abilities for 14 weeks. Pupils in the learning disabled experimental group made significantly higher scores than did the comparison group on the creativity variables of the verbal subtest of the Torrance Tests of Creative Thinking.  相似文献   

The logic and politics of cosmology     

Hudson  Robert 《Metascience》2020,29(3):441-443

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