Working with students in higher education – professional conceptions of teacher educators     

Leah Shagrir 《Teaching in Higher Education》2013,18(8):783-794

The objective of this research is to identify the professional conceptions that guide teacher educators in their work with students, to learn about the nature of these conceptions and to distinguish among them. This aim is important because the conceptions formulated by those working in higher education guide their professional practice and affect their everyday conduct. Multidimensional categorical content analysis of the data shows that the conceptions can be characterized according to specific criteria. The research findings reveal three types of conceptions. The first conception is that the role of teacher-educators is to assist students in succeeding in their studies and to expand ties with them. The second conception is that teacher-educators should empower students and help them grow and construct their professional identity as teachers. The third conception is that in guiding their students teacher-educators should mediate between teaching theories and practices.  相似文献   

Patterns of Social Support Communicated in Response to Expressions of Uncertainty in an Online Community of Young Adults with Cancer     

Erin E. Donovan  Leah LeFebvre  Sarah Tardif  Laura E. Brown  Brad Love 《Journal of Applied Communication Research》2013,41(4):432-455

In order to develop more effective ways of helping adolescents and young adult (AYA) cancer survivors cope with cancer-related uncertainty, it is important to understand how AYAs respond communicatively to each other's uncertainty. We designed this project to gain insight into the patterns of social support that occur in response to AYAs' expressions of uncertainty. We analyzed 510 responses to posts in an AYA-focused online discussion group. Eighty-two percent of messages responding to uncertainty contained informational support. Sixty-seven percent contained multiple types of support. Among medical, personal, and social sources of uncertainty, the most typical response tended to be a combination of informational support accompanied by emotional and/or esteem support. AYAs who express uncertainty in online support groups should be advised that their posts are likely to be met with information, such as advice and referrals, which may either facilitate or impede their uncertainty management goals.  相似文献   

The critical sense: Three decades of critical media studies in the wake of Samuel L. Becker's “rhetorical studies for the contemporary world”     

Leah R. Vande Berg 《Communication Studies》2013,64(1):72-81

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Critique of Information,by S. Lash. London: Sage Publications, 2002. xii + 234 pp. $37.95. ISBN 0-7619-5269-1     

Leah Lievrouw 《The Information Society》2013,29(2):147-148

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Initial Results of a New Clinical Practice Model: Impact on Learners at Risk     

Leah Wasburn-Moses  Amity L. Noltemeyer  Kristin J. Schmitz 《The Teacher Educator》2013,48(3):203-214

The last several years have seen a dramatic increase in interest surrounding the role of clinical experiences in enhancing the learning of teacher candidates. Further, pressure has intensified to demonstrate the impact of teacher candidates on P–12 learners. With these goals in mind, a model alternative school/university partnership was created, based on Korthagen's “Realistic Teacher Education” framework. This article is an evaluation of the impact of this intervention on student outcomes from the program's first three years. A convergence of evidence reveals significant improvements in grade point average and credits earned; furthermore, significant improvements in total disciplinary incidents emerged in some of the analyses. These results suggest that this teacher education intervention has promise for documenting impact on P–12 learners. This outcome is significant for accreditation purposes, for bolstering the image of teacher education programs within the broader community, and for establishing a common research agenda.  相似文献   

Pedagogy or politics?: cyclical trends in literacy and numeracy in Ireland and beyond     

Annie Ó Breacháin  Leah O'Toole 《Irish Educational Studies》2013,32(4):401-419

In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies.  相似文献   

Invitation     

Leah Sherman 《Communication quarterly》2013,61(2)

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A survey of K-12 teachers’ utilization of social networks as a professional resource     

Leah J. Hunter  Cristin M. Hall 《Education and Information Technologies》2018,23(2):633-658

Teachers are increasingly using social networks, including social media and other Internet applications, to look for educational resources. This study shares results from a survey examining patterns of social network application use among K-12 teachers in the United States. A sample of 154 teachers (18 males, 136 females) in the United States answered questions about their use of social network applications, their comfort with Web 2.0, and their use of empirically-based resources from social networks. Results provide a user update on factors that predict overall engagement with social networks, which included comfort and trust in using social networks, as well as higher age. We also explored the most popular applications used by teachers and the most popular reasons for their use. Finally, we implemented a new survey methodology to gauge responses about empirically-based posts on social networks and discuss results in the context of balancing free resources with high-quality pedagogical information.  相似文献   

Strategy instruction in writing for adult literacy learners     

Charles A. MacArthur  Leah Lembo 《Reading and writing》2009,22(9):1021-1039

This study investigated the effectiveness of cognitive strategy instruction in writing with adult literacy learners. Three middle-aged African-American adults participating in adult education with the goal of passing the GED received tutoring in a strategy for planning, writing, and revising persuasive essays along with self-regulation strategies. The study used a multiple-baseline design across participants with multiple probes. All the adults made consistent gains from baseline to posttest in the quality and organization of their essays. Mean gains in overall quality from baseline to posttest for the three students were 2.7, 1.9, and 1.7 on a 7-point scale. Percentage of non-overlapping data (PND) was 100% for text structure organization and 89% for quality. The results demonstrate that strategy instruction, which has had positive effects with school-age students, has potential for adult literacy learners as well.  相似文献   

The Transition to Kindergarten: Predicting Socio-Behavioral Outcomes for Children With and Without Disabilities     

Leah Wildenger Welchons  Laura Lee McIntyre 《Early Childhood Education Journal》2017,45(1):83-93

The transition to kindergarten is regarded as a critical early childhood developmental milestone with important implications for later school outcomes. Little prior research has focused on predictors of socio-behavioral kindergarten outcomes using longitudinal research designs. Further, few studies have examined kindergarten transition using samples of children both with and without disabilities. The goal of the current study was to explore predictors of socio-behavioral kindergarten outcomes in children with and without developmental disabilities over time. Data collection involved parent, preschool teacher, and kindergarten teacher reports of child behavior and involvement in kindergarten transition practices across three time points during transition. Results of hierarchical linear regression analyses demonstrated that preschool child behavioral variables (i.e., adaptive and problem behavior) were stronger predictors of kindergarten outcomes relative to caregiver concerns and involvement in transition preparation. Best practices in kindergarten transition programming for children with and without disabilities are discussed.  相似文献