INFUSING TECHNOLOGY: TRANSFORMING EARLY CHILDHOOD TEACHER EDUCATION     

Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(2):141-147

Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project designed to give students early in their professional preparation an authentic opportunity be a resource for the families of the children with whom they have worked. Service learning is a particularly appropriate pedagogical approach to enhance students' confidence and competence working with families because it provides authentic and hands-on opportunities to apply course content. This project effectively provided students an opportunity to assume a professional voice when working with families. It enhanced our program's success ensuring that our students take the requisite skills and dispositions to their work with families, while building their confidence and honing their communication skills.  相似文献   

Interdisciplinary In‐service at the University: a participatory case‐based model for professional development     

Helen L. Carlson  Elizabeth Quintero  Joan Karp 《Teaching in Higher Education》2013,18(1):63-78

Abstract

The Participatory Case‐Based Model for Professional Development is an in‐service model which is useful across the human service disciplines (social work, occupational therapy, public health, special education, early childhood and family education). In the model, participants enrolled in a graduate course engage in dialogue and perspective‐taking, through case analysis and case writing. Using grounded theory and inductive data analyses, the major effects of this professional development model were studied. These effects included: (1) gaining new knowledge; (2) ‘really seeing’ from multiple perspectives; and (3) developing a sense of support, renewal and networking across various professions. Connections to the selected professional development literature —; problem‐based learning, case process and effects, and the practical argument model — offered affirmations and challenges to the Participatory Case‐Based Model for Professional Development  相似文献   

The poetics of teaching     

Helen Sword 《Teaching in Higher Education》2013,18(4):539-541

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Strategies and effectiveness of teaching universal design in a cross-faculty setting     

Valerie Watchorn  Helen Larkin  Susan Ang  Danielle Hitch 《Teaching in Higher Education》2013,18(5):477-490

Universal design of built environments is an area of professional interest for both architects and occupational therapists, yet is not always specifically included in undergraduate curricula. This paper reports on the student experience of introducing universal design education into architecture and occupational therapy curricula. Online and face-to-face teaching methods were employed, including virtual and real-life simulation activities designed to provide students with a personal experience of impairment. Virtual simulation activities used the medium of Second Life?. Results showed improvement in self-reported learning outcomes related to universal design and, overall, students found the learning activities and resources useful. Real-life simulations were reported to be more useful than virtual simulations. Project outcomes support the introduction of universal design education into architecture and occupational therapy curricula, and offer insight into student perceptions and future directions for related teaching and learning resources.  相似文献   

Creating high challenge/high support academic environments through constructive alignment: student outcomes     

Helen Larkin  Ben Richardson 《Teaching in Higher Education》2013,18(2):192-204

Higher education needs to provide challenging yet supportive learning environments catering for students with diverse academic needs. There is also an emphasis on using student-driven outcome measures to determine teaching effectiveness. How can these measures be used to reflect upon and evaluate teaching initiatives? Using an undergraduate occupational therapy programme as the site for exploration, this article reports on an application of constructive alignment principles and describes how available empirical data were used to explore student outcomes. A comparison was made between student evaluations and academic grades prior to, and after the implementation of the initiative. Results provide evidence of improvement in student satisfaction and academic grades as a result of implementing constructive alignment. Whilst it is acknowledged that changes in academic grades and student evaluations can be attributed to a number of factors, findings of this study support a view that constructive alignment facilitates students' learning and experiences.  相似文献   

Modelling practice – Academic development for flexible learning     

Helen Edwards  Graham Webb  David Murphy 《International Journal for Academic Development》2013,18(2):149-155

Modelling is a powerful learning tool in any professional discipline. This paper describes how a group of academic developers attempted to model practice as an underlying strategy for introducing academic staff to the possibilities and problems of student centred flexible learning. Practice was modelled through a flexibly delivered Graduate Certificate in Higher Education available to staff of the university. Modelling practice was manifest in a number of ways including staff development, new course design and implementation and the development of purpose designed software for teaching. The process was also explicitly designed to act as a team building and staff development exercise for the staff of the academic development unit.  相似文献   

The impact of peer support schemes on pupils' perceptions of bullying,aggression and safety at school     

Helen Cowie  Nicky Hutson  Ozhan Oztug  Carrie Myers 《Emotional and Behavioural Difficulties》2013,18(1):63-71

The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support.  相似文献   

The expression of emotion in response to bullying     

Helen Cowie  Lucia Berdondini 《Emotional and Behavioural Difficulties》2013,18(4):207-214

Abstract

Recent literature on bullying suggests that victims of KEYW ORDS bullying are likely to have certain emotional reactions that contribute anti-bullying to the problem. This is not to say that victims in any way deserve the intervention; treatment that they get from more aggressive peers, but rather to bullying; propose that they themselves can be empowered to change the situ-bystanders; ation. The purpose of the present review is to examine the proposal emotional that the ways in which victims express their emotions during a bullying expression episode can play a crucial role in the responses of peers. There are implications for both researchers and practitioners to develop new insights that may help vulnerable children and adolescents.  相似文献   

Evaluation of a randomized intervention to delay sexual initiation among fifth-graders followed through the sixth grade     

Helen P. Koo  Allison Rose  M. Nabil El-Khorazaty  Qing Yao  Renee R. Jenkins  Karen M. Anderson 《Sex education》2013,13(1):27-46

US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10–12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10–13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.

ClinicalTrials.gov identifier: NCT00341471  相似文献   

Outcomes Assessment and Legal Research Pedagogy     

Vicenç Feliú  Helen Frazer 《Legal Reference Services Quarterly》2013,32(2):184-203

This article explores application of a taxonomic approach in legal research pedagogy to outcomes assessment based on Prof. Paul Callister's adaptation of Bloom's Taxonomy of Educational Objectives which integrates instructional design and learning activities compatible with formative assessment during the learning process and summative assessment at its conclusion. It reviews the development of outcomes assessment initiatives by legal educators and the development of outcomes assessment standards by the American Bar Association for the accreditation of law schools.  相似文献