Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling     

Juliet A. Baxter  Steven Williams 《Journal of Mathematics Teacher Education》2010,13(1):7-26

The current reform movement in mathematics education urges teachers to support students as they make sense of mathematics, while also ensuring that they gain specific mathematical skills and knowledge. The tension between these two expectations gives rise to what we call the dilemma of telling: how to ensure that students come to certain mathematical understandings, without directly telling them what they need to know or do. Our study focused on how two middle school mathematics teachers who were incorporating many aspects of reform mathematics into their instruction responded to this dilemma. Data sources include classroom observations and videotapes of lessons over a three-year period. We found that both teachers devoted the majority of class time to student conversations, both small group and whole class; however, the teachers strategically entered the student-dominated conversations by “telling” to meet specific curricular goals.  相似文献   

Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders     

Juliet Hart Barnett 《Early Childhood Education Journal》2018,46(6):665-672

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Listening to young people with autism: learning from researcher experiences     

Juliet Scott-Barrett  Katie Cebula  Lani Florian 《International Journal of Research & Method in Education》2019,42(2):163-184

This study explores the opportunities and dilemmas that have been encountered by researchers seeking the views of young people with autism. Twelve researchers were interviewed about their experiences in this field. Through exploration of the complex methodological and ethical issues that they encountered, this study aims to better understand how researchers can improve the way they listen to, and engage with, the views of children and young people with autism. This article discusses four themes that emerged from the interviews: power dynamics; building rapport; communication; and meaningful processes and outputs.  相似文献   

Independent learning crossing cultures: learning cultures and shifting meanings     

Jane Spiro  Juliet Henderson  Valerie Clifford 《Compare》2012,42(4):607-619

This paper contrasts the notion of ‘independent learning’ as perceived by two informant groups at a UK institution of higher education: (1) teachers, educators and providers of education and (2) their students or ‘consumers’ of education. Both informant groups are staff and students studying in a culture different to that of their first education. They are identified in their receiving institution as ‘international’, or have identified themselves as such. The experience of transition into a UK University was explored with both informant groups, through interviews and focus groups, over a cycle of two years. ‘Independent learning’ as rhetoric and practice emerged for both groups as an issue in their transition from familiar to unfamiliar learning culture. Three key insights emerged. Firstly, a mismatch is identified between teacher perceptions and student interpretation of ‘independent learning’ expectations and practice. Secondly, it emerges that student experience of the learning culture is in a state of continuous flux, evolving between first arrival and end of programme through cycles of bafflement and empowerment. Finally, both students and teachers identify a number of strategies for dealing with this experience of ‘transitional’ independence. The paper concludes by recommending a notion of ‘phased scaffolding’ that might inform educational practice and by reflecting on the implications for the educator in revisiting received educational discourse from the perspective of participants negotiating a second learning culture.  相似文献   

Review and criticism     

Marvin R. Bensman  Juliet Lushbough  Steven A. Meyerowitz 《广播与电子媒介杂志》2013,57(2):609-620

Selected legal decisions of 1981

Media and the Russian Publicy, Ellen Propper Mickiewicz (New York: Praeger, 1981).

Media Power Politics, David L. Paletz and Robert M. Entman (New York: The Free Press, 1981).

Politics As Communication, Robert G. Meadow (Norwood, NJ: Ablex Publishing Corporation, 1980).  相似文献   

Special section on understanding and improving quality in family child care: Introduction and commentary     

Juliet Bromer 《Early childhood research quarterly》2013

This introduction to the special section on understanding and improving quality in family, child care gives an overview of the eight papers included in the special section with implications for, future research and policy directions.  相似文献   

Reciprocal (and Reductionist?) Newswork     

Robert E. Gutsche Jr.  Susan Jacobson  Juliet Pinto  Charnele Michel 《Journalism Practice》2017,11(1):62-79

This paper builds upon previous research that examines participatory forms of “reciprocal journalism” and “public communication” led by high school and college students in Miami, Florida, USA, in the fall of 2014. In this study, the students’ assessment of local and national media coverage is used to reveal greater details inherent in examining participatory methods of newswork. Collectively, students said that media coverage emphasis on local and national public officials instead of residents and community members who experience sea-level rise first-hand, combined with a lack of scientific explanation of and solutions for sea-level rise reduced the event's potential to build reciprocal relationships with younger audiences.  相似文献   

The Impact of Information Systems on Counselor Preparation and Practice     

Garry R. Walz  Juliet V. Rich 《Counselor Education & Supervision》1967,6(Z3):275-284

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ePedagogy as a threshold concept: a reflection on a programme for Science Teaching Assistants     

Juliet Stoltenkamp  André Siebrits 《International Journal for Academic Development》2020,25(2):195-199

Abstract

A Science Teaching Assistant (TA) Programme, at the University of the Western Cape (UWC), focused on preparing promising lecturers. A key component of this programme was the contribution by the Centre for Innovative Education and Communication Technologies (CIECT), which promoted the pedagogical adoption of eTools to assist development of Science TAs. A questionnaire enabled TAs to reflect on the eTools and CIECT’s sessions. The authors reflect on academic developer roles in higher education. Within CIECT’s contribution, ePedagogy was identified as a threshold concept that the TAs found challenging, but that could lead to transformed and improved teaching and learning.  相似文献   

Enhancing Collaboration Between Occupational Therapists and Early Childhood Educators Working with Children on the Autism Spectrum     

Juliet E. Hart Barnett  Kaitlin O’shaughnessy 《Early Childhood Education Journal》2015,43(6):467-472

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