Finding an Analytic Frame for Faculty-Student Interaction within Faculty-in-Residence Programs     

Miriam Mara  Andrew Mara 《Innovative Higher Education》2011,36(2):71-82

In this article we describe a case study analyzing how a Faculty-in-Residence program fosters student engagement. Using Cox & Orehovec’s typology to add granularity to the National Study on Student Engagement’s criteria for student engagement, we suggest best practices for the implementation of these in-situ faculty engagement programs.  相似文献   

The effects of different approaches to reading instruction on letter detection tasks in normally achieving and low achieving readers   总被引：1，自引：0，他引：1  

Miriam Faust  Osnat Kandelshine-Waldman 《Reading and writing》2011,24(5):545-566

The present study used two letter detection tasks, the classic missing letter effect paradigm and a single word versus familiar word compound version of this paradigm, to study bottom-up and top–down processes involved in reading in normally achieving as compared to low achieving elementary school readers. The research participants were children in grades first to sixth who had been taught to read by three approaches to reading instruction (ARI): the whole language/global approach, the phonic/synthetic approach or the eclectic approach. Thus, the study attempted to clarify how different ARIs activate these processes in these two types of readers. The main hypothesis was that since low achieving readers rely on top–down processes for word recognition (see, e.g., Stanovich, 1980), the whole language ARI will reduce the difference in bottom-up tasks between them and the normally achieving readers. In the two experiments included in the study, participants were required to perform a letter detection task while reading short texts in Hebrew for comprehension. Contrary to this study hypotheses, the main finding was that the whole language ARI does not compensate for difficulties in bottom-up processes of low achieving readers. Moreover, the results of this study imply that any improvement in basic processes involved in reading proficiency produced by the whole language ARI for both the normal and the low achieving readers dissipates by grade three.  相似文献   

Conceptual Construction of Fields Through Tactile Interface     

Miriam Reiner 《Interactive Learning Environments》2013,21(1):31-55

This paper examines the role of tactile perception in conceptual construction of forces and fields. The learning environment includes a simulation of a force field. The force applied by the field on an object is transferred to the learner's hand through a tactile interface designed as a trackball. The learner experiences varying resistance from the trackball when moving an object on the screen. The forces are actually “felt”, exerted on the screen-object as if the learner's hand is immersed in the “field.” We hypothesize that a tactile interface acts as an agent aimed at recruiting the body non-propositional knowledge, for construction of formal physics knowledge on fields of forces. Twelve subjects were asked to explore the structure of several invisible fields through tactile interface, then to design a series of situations that generate current and that energetically trap a particle in a particular area. The results of the study show that s tudents with no background in physics constructed a graphical representation of a field force of a single and double center of forces similar to the formal physics representation, though they had no conceptual background (i.e., vectors, field lines). Based on the tactile information, they constructed a representation of force as a vector, of force lines, equal-force lines (potential lines for particular cases), potential well (“trap”) and motion of a charged particle in a field of forces. We show that computer tactile interface acts as a trigger for access to non-propositional knowledge employed in everyday bodily activity, but not in formal learning. The computer environment turns into a virtual environment, carrying the features of perception within “reality”, providing opportunities for conceptual construction.  相似文献   

Principles of Self-Organization: Learning as Participation in Autocatakinetic Systems     

Sasha A. Barab  Miriam Cherkes-Julkowski  Rod Swenson  Steve Garrett  Robert E. Shaw  Michael Young 《学习科学杂志》2013,22(3-4):349-390

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Embracing New Policies,Technologies, and Community Partnerships: A Case Study of the City of Houston's Bureau of Air Quality Control     

Miriam F. Williams PhD  Daisy D. James MS 《Technical Communication Quarterly》2013,22(1):82-98

As the City of Houston's Bureau of Air Quality Control embraced new policies, technologies, and rhetorical strategies, they simultaneously moved through Lukensmeyer and Torres's “four levels of public involvement,” which include the information, consultation, engagement, and collaboration levels (Lukensmeyer & Torres, 2006 Lukensmeyer, C. J., & Torres, L. H. (2006). Public deliberation: A manager's guide to citizen engagement. IBM Center for the Business of Government Collaboration Series. Retrieved November 2007 from http://www.businessofgovernment.org/pdfs/LukensmeyerReport.pdf  [Google Scholar]). Because of the technical and scientific nature of air quality inspections, increasing public involvement, especially the involvement of those in a predominantly African American and a predominantly Hispanic neighborhood, has been a challenge. This article describes the Bureau's journey through the information level, where the Bureau opens public access and participation in the investigation and reporting process; the consultation level, where Bureau staff go door-to-door in poor and minority neighborhoods collecting citizen feedback regarding perceived environmental hazards; the engagement level, where the Bureau conducts monthly environmental meetings with neighborhood residents; and the collaboration level, where citizens are taught to collect evidence of environmental violations.  相似文献   

Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education     

Miriam Mevorach 《Journal of Early Childhood Teacher Education》2013,34(2):146-156

This article describes preschool teachers' espoused mental models (EMMs) or, in other words, their naïve understanding of young children's learning. Our research goal was to examine differences within the teachers' EMMs regarding the minds and learning of young children from different cultural backgrounds. The subjects included 18 preschool teachers from the center of Israel, all of whom belonged to the mainstream cultural background and taught in the national school system. Their classes consisted of 5- to 6-year-old children from the mainstream cultural group as well as children from Ethiopian immigrant families. We conducted individual semistructured interviews that were transcribed and analyzed to identify the original EMM structure. While analyzing the parts of the narratives that referred to Ethiopian children, we discovered a metacategory that did not exist in the original model: Culture. This finding contributes to the construct of espoused mental models for teachers of children from diverse populations.  相似文献   

Retired Teachers Reflect on Learning from Experience     

Miriam Ben-Peretz 《Teachers and Teaching》2013,19(3):313-323

An attempt to clarify how learning from experience takes place and the role memory plays in the process was carried out in the frame of a study of retired teachers' accounts of their teaching, focusing on their views on the transformation of experience into professional wisdom. Forty-three retired teachers participated in the study and were asked to talk about their professional memories. The stimulus question was: 'What can you tell me about recollected events of your teaching practice?'. Further data was collected through lengthy and repeated interviews with 15 teachers. In the interviews, retired teachers were asked what the role of experience was in the development of their professional knowledge. They focused on the necessary conditions for learning from experience, as well as on the process itself. Among the necessary conditions for learning from experience, teachers in the present study mentioned time, maturity, and interaction with others. The following characteristics of the learning process were identified: the importance of narratives; the emotional aspects of learning from experience; and the role of disequilibrium and reframing. Teachers' recollections concerning their practice and insights about learning from experience represent cases of practice that can be analyzed and discussed in pre-service and in-service courses. They serve to create a sense of professional identity and continuity.  相似文献   

Book review     

Miriam Ben‐Peretz 《Teachers and Teaching》2013,19(5):615-617

This paper reports an evaluation of an innovative university–school partnership in which teacher practitioners work as university lecturers in a regional Australian pre‐service teacher education programme. The philosophy of this programme encompasses authentic partnerships between universities, schools and other industry employers. The study was motivated by an interest inunderstanding the experiences and outcomes for the teacher practitioners and in documenting their experiences. Staff members who are currently on contract as university lecturers as well as teachers who have completed secondments and returned to school settings are surveyed. This paper focuses on suggestions to improve the partnership and discusses future directions for the partnership.  相似文献   

Shared Power,Risk-taking,and Innovation: Participatory Action Research in Jewish Education     

Miriam Raider-Roth  Amy Rector-Aranda  Tammy Kaiser  Liron Lipinsky  Alison Weikel  Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208

ABSTRACT

In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.  相似文献   

SCIENCE AND TECHNOLOGY RESOURCES. Bobick,James E., and Berard,G. Lynn.     

Miriam M. Carruthers 《Medical reference services quarterly》2013,32(3):348-350

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