Teacher perceptions of the regular education initiative   总被引：1，自引：0，他引：1  

M I Semmel  T V Abernathy  G Butera  S Lesar 《Exceptional children》1991,58(1):9-24

A survey of 381 special and regular educators assessed perceptions and opinions surrounding the regular education initiative. Confirmatory factor analysis supported an a priori hypothesized structure of teachers' responses. Items factored into 14 categories. These factors describe issues related to preferred placement of students with mild disabilities, teachers' responsibility and ownership, teacher preparedness for meeting the needs of these students, achievement outcomes for all children, and the changes that would result from adopting the proposed consultant model rather than a pullout program. Results favored current special education practices (pullout programs) in elementary schools.  相似文献   

Reintegrating Janus: Eclectics and dialectics in counselling and psychotherapy     

Robert H. Short  Brian J. Boone  Gretchen C. Hess 《International journal for the advancement of counseling》1996,19(3):213-227

The history of science reveals a number of significant shifts in the conception of the universe. Recently, 20th century physics with its new discoveries has broken away from the traditional view of the universe to seeing it as interrelated, holistic, and emergent. This version of reality is complementary with the concept of dialectics. Dialectics is defined accordingly and its flexibility is suited to guide the present eclectic stance in counselling psychology and psychotherapy. Counselling psychology and psychotherapy are discussed within Kuhn's (1970) framework of normal science, crisis, and revolution. The normal science phase demonstrates variations of the subject/object dichotomy, and active/passive therapeutic orientations. Eclecticism reflects the crisis stage. Eclecticism is a multiple perspective that does not usually guide metatheory. The revolution and resolution phase for therapeutic psychology is manifested in a new paradigm based on dialectics. Dialectics makes eclecticism legitimate and comments towards that end are presented.  相似文献   

Carol Fisher Saller: The Subversive Copyeditor, Advice from Chicago     

Gretchen Webster 《Publishing Research Quarterly》2009,25(2):133-134

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Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence     

Céline Buchs  Fabrizio Butera 《European Journal of Psychology of Education - EJPE》2009,24(2):145-154

Previous studies with university students have shown that resource interdependence during cooperative dyadic work on texts produces two different dynamics in student interaction and learning. Working on complementary information produces positive interactions, but a good quality of information transmission is needed to foster student learning. Working on identical information produces a confrontation of viewpoints but also encourages a threatening social comparison of competence, which can be detrimental for learning. The aim of present study is to test the moderating role of a partner’s competence in two peer-learning methods by manipulating a partner’s competence through a confederate. Results indicate that a partner’s competence is beneficial when students work on complementary information while it is detrimental when students work on identical information.  相似文献   

After a Cesarean…What's a Birth Professional to Do?     

Andrews D  Humphries G 《The Journal of perinatal education》2010,19(2):11-15

The discrepancy between the evidence supporting vaginal birth after cesarean and actual medical practice illuminates the larger issues of evidence-based care versus current obstetrical practice. Although the reasons for the disconnect between what we know to be healthy birth practices and what women actually experience are multiple and complex, a commitment to providing accurate education, truly client-centered support, and active patient advocacy will give women the ability to insist on best practice care for themselves and their babies. The International Cesarean Awareness Network believes that all childbirth professionals and advocates share a responsibility to promote change and must work together to be effective.  相似文献   

Intergenerational Discussions as a Curriculum Strategy: Modeling Audacious Hope in Action     

Gretchen?Givens GenerettEmail author 《The Urban Review》2005,37(3):267-277

This article builds upon the idea of audacious hope in action described by Generett and Hicks in “Beyond Reflective Competency: Teaching for Audacious Hope-in-Action.” Outlining the difficulties that teachers experience sustaining hope, the author describes the survival strategies used by African Americans to remain hopeful when there was little evidence to support such a stance. This article proposes that intergenerational conversations with African Americans who are committed to social change can be an effective curriculum strategy for teacher educators seeking to incorporate a hopeful stance into their curriculums. Gretchen Givens Generett is an Associate Professor in the School of Education and Social Sciences at Robert Morris University. Her current research investigates the role of hope in education and the challenges of working for social change in mixed communities.  相似文献   

Examining the Use of Curriculum to Support Early Literacy Instruction: A Multiple Case Study of Head Start Teachers     

Alina Mihai  Gretchen Butera  Amber Friesen 《Early education and development》2017,28(3):323-342

Research Findings: This qualitative study examined how Head Start teachers thought about children’s early literacy and how they enacted their thinking in a year-long curriculum reform effort. Data collected included interviews, observations, questionnaires, concept maps, and teachers’ reflections on implementation. The results indicated that as teachers implemented the new curriculum, a number of factors influenced their instructional practice. Four cross-case themes emerged: Volunteering to Change, Teachers’ Perspectives About Early Literacy, The Relationships Within Teaching Teams, and The Head Start Context. Practice or Policy: Findings are discussed as they relate to improving early literacy instruction through the use of curriculum. Implications for practitioners and teacher educators are outlined, including the importance of addressing gaps in teacher knowledge, facilitating skill development, and influencing teachers’ motivation to engage in change. Equally important to consider are factors that may influence a teacher’s readiness to change his or her practice and emphasizing the need for supportive environments as teachers work to enhance children’s early literacy development.  相似文献   

Rethinking library service to distance education students: analyzing the embedded librarian model     

Sullo E  Harrod T  Butera G  Gomes A 《Medical reference services quarterly》2012,31(1):25-33

Since fall 2009, reference librarians at The George Washington University's Himmelfarb Health Sciences Library have been embedded in online classes through Blackboard within the School of Nursing and School of Medicine and Health Sciences. The authors sought to determine the types of questions asked of the librarian, with the goal of informing future interactions with distance education classes to help develop a standard "protocol" for working with this population of students. Eighty-two questions were categorized and qualitatively analyzed. The findings have prompted librarians to explore tools such as Elluminate Live!, a tool that allows librarians to provide synchronous instruction within the Blackboard environment.  相似文献   

University of Chicago Press Staff: The Chicago Manual of Style, 16th Edition     

Gretchen Webster 《Publishing Research Quarterly》2012,28(2):143-144

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Response to Barbara Tillett,Re: “Meeting Users’ Needs in Cataloging: What is the Right Thing to Do?”     

Gretchen L. Hoffman 《Cataloging & classification quarterly》2013,51(4):346-347

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