Contingent Faculty,Online Writing Instruction,and Professional Development in Technical and Professional Communication     

Lisa Meloncon 《Technical Communication Quarterly》2017,26(3):256-272

ABSTRACT

Technical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online.  相似文献   

基于翻转课堂教学模式的“体育史”教学研究     

李欣  吴启红  陈茂林  牟丽莎 《教育与教学研究》2017,31(5)

通过在“体育史”教学中设计和应用翻转课堂教学模式,发现其可以有效地提高学生自主学习的热情、自控能力、表达能力和团队合作能力.提出加大对翻转课堂教学的支持力度,改进翻转课堂教学手段和理性看待翻转课堂教学模式三条改善策略.为体育专业理论课教学推行翻转课堂教学模式,提高体育理论教学质量,丰富和发展体育教学理论提供借鉴和参考.  相似文献   

An experiential system for learning probability: Stat Lady description and evaluation     

Shute  Valerie J.  Gawlick-Grendell  Lisa A.  Young  Robert K.  Burnham  Clarke A. 《Instructional Science》1996,24(1):25-46

This paper describes a computer-based instructional system called Stat Lady, and reports the results of an evaluation study that tested the efficacy of learning probability from this program in relation to a traditional Lecture and a no-treatment Control group. Results showed that both treatment groups learned significantly more than the Control group, yet there was no difference between the two treatment groups in outcome performance after three hours of instruction. This was viewed as encouraging because: (a) due to sampling error, students assigned to the Stat Lady condition were at a disadvantage, scoring about 20 points less on the quantitative SAT measure compared to the Lecture group, and about 25 points less than the Control group, (b) the lecture constituted a more familiar learning environment for these subjects, and (c) the professor administering the Lecture had more than 20 years experience teaching this subject matter, while this was Stat Lady's first teaching assignment. We also found a significant aptitude-treatment interaction where high-aptitude subjects learned more from Stat Lady than from the Lecture environment, but for low-aptitude subjects, there was no difference in learning outcome by condition. Implications of these findings will be discussed in relation to future computer-based instructional research.

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Complex pathways for young mothers outside employment,education and training     

Lisa Russell 《Ethnography and Education》2016,11(1):91-106

This article explores young mothers’ experiences of turbulent pathways in and out of education and work in Northern England. Data are drawn from an ethnography conducted between 2010 and 2013 that incorporated participant observation, life-story maps, photographs and interviews carried out in young mothers’ homes, parenting classes and employment-based education and training programmes. These particular young women were sometimes directed into inappropriate education and training courses based on their ‘young unemployed mother’ status rather than encouraged to embark upon an individualised pathway relevant to their particular needs and career aspirations. Pathways are explored using Bourdieu's concept of capital to expose how these women expressed agency and navigated their own way through the different and sometimes competing fields of education, family and work.  相似文献   

Multicultural Career Counseling: Ten Essentials for Training     

Lisa Y. Flores  Mary J. Heppner 《Journal of Career Development》2002,28(3):181-202

In the past 20 years, several changes have taken place within the field of counseling and psychology with regard to practice and research with individuals from racial/ethnic groups. At the same time, the United States population has experienced a dramatic shift in its composition. Both have contributed to transformations in graduate training. This article will highlight salient aspects from the multicultural literature regarding culturally competent practice and apply it to the training of vocational counselors.  相似文献   

Teaching aquatic science as inquiry through professional development: Teacher characteristics and student outcomes          下载免费PDF全文

Kanesa Duncan Seraphin  George M. Harrison  Joanna Philippoff  Paul R. Brandon  Thanh Truc T. Nguyen  Brian E. Lawton  Lisa M. Vallin 《科学教学研究杂志》2017,54(9):1219-1245

We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   

Family and school spillover in adolescents' daily lives   总被引：1，自引：0，他引：1  

Flook L  Fuligni AJ 《Child development》2008,79(3):776-787

This study examined spillover between daily family stressors and school problems among 589 ninth-grade students (mean age = 14.9 years) from Mexican, Chinese, and European backgrounds. Spillover was examined using a daily diary methodology in which adolescents reported on their school and family experiences each day for 2 weeks. Analyses using hierarchical linear modeling revealed reciprocal spillover effects between adolescents' daily functioning in the family and school domains that spanned several days. Longitudinal analyses indicated that spillover between family stressors and school problems also occurs across the high school years, from 9th to 12th grade, and that both are predictive of poorer academic performance in 12th grade. These findings have practical implications for adolescents' academic achievement trajectories and general well-being.  相似文献   

The Influence of Emotional Support Quality on Advice Evaluation and Outcomes     

Erina L. MacGeorge  Lisa M. Guntzviller  Kellie S. Brisini  Loren C. Bailey  Sara K. Salmon  Kaytiann Severen 《Communication quarterly》2017,65(1):80-96

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Exploring processes and outcomes of wireless internet in higher education: a case study of a university’s early experience     

Lisa Lee 《Learning, Media and Technology》2007,32(4):369-380

Many universities in the UK have recently started offering their staff and students free wireless Internet access through Wireless Local Area Network (WLAN) technologies, such as Wi‐Fi. Based on a small empirical study of WLAN deployment in a university setting, the article explores adoption processes of the new technology by both the organisation and individuals, and considers factors behind the decision to offer wireless and how students as well as teachers appear to have responded so far. Despite technologists’ enthusiasm for the new learning opportunities created by the technology, wireless availability does not appear to result in, or be linked to, a coherent m‐learning strategy. Furthermore, the findings suggest that too little attention has been paid to understanding students’ social contexts of use and attitudes towards the technology, which are seen as pivotal to the development of wireless pedagogical uses.  相似文献   

Beyond the DAP versus standards dilemma: Examining the unforgiving complexity of kindergarten teaching in the United States   总被引：3，自引：0，他引：3  

Lisa S. Goldstein 《Early childhood research quarterly》2007

This article presents findings from a qualitative study of two kindergarten teachers’ responses to the professional demands posed by recent shifts in national and state education policies in the United States. Although the literature has framed the practical challenges resulting from these changing expectations in terms of curricular/instructional tensions between developmentally appropriate practices (DAP) and academic standards, study participants indicated adapting to the changing climate of kindergarten, managing the expectations of their students’ parents, and responding to the demands of the first grade teachers at their school site were their most significant challenges. These findings suggest looking beyond our current framing of the situation to examine the full range of complexities and opportunities facing kindergarten teachers will lead to deeper understandings of the ways in which practitioners experience and respond to the new demands and changing expectations shaping their work.  相似文献