The Research Team Concept,II: (Still) An Approach to Graduate Training     

Monique Mitchell Turner 《Communication Research Reports》2013,30(3):225-230

This paper advocates for employing graduate research teams as a way to train graduate students. Research teams allow for a community of scholars to share knowledge and exchange ideas. By employing an apprenticeship-type program for graduate students, they are provided an opportunity to transition from a student to a young scholar. Such training prepares students to develop and implement their own research programs and train their future graduate students. Graduate students can be involved in conceptualizing research questions, designing studies, developing measuring instruments, gathering and analyzing data, and more. Nonetheless, implementing and organizing research teams can be an arduous process that should not be entered into lightly. This paper provides ideas for the construction of teams as well as issues to consider before implementing the team concept.  相似文献   

Motivating Emergency Preparedness Behaviors: The Differential Effects of Guilt Appeals and Actually Anticipating Guilty Feelings     

Monique Mitchell Turner  Jill Cornelius Underhill 《Communication quarterly》2013,61(4):545-559

The continuing threat of terrorist attacks and natural disasters presents a unique challenge for communication scholars and practitioners. One way to increase motivation is through the use of guilt appeals; yet, message designers must be aware of the potential negative consequences of employing messages that induce too much guilt. In a field experiment, researchers investigate the use of guilt appeals within the context of disaster preparedness with a nationally representative sample to enhance perceived importance of emergency preparedness, increase risk perceptions, and motivate behavioral intentions to prepare.  相似文献   

Exploring the relevance of Holocaust education for human rights education     

Monique Eckmann 《Prospects》2010,40(1):7-16

Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials. At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But educators in both fields can find it difficult to include both topics in one programme. The article clarifies some basic concepts regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects could bring together concepts and experiences from both fields to develop further possibilities.  相似文献   

ALPSP Seminar report     

Monique Heald 《Learned Publishing》1999,12(2):149-151

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Gender-related effects of computer and information literacy education     

Monique Volman 《课程研究杂志》2013,45(3):315-328

In the school year 1993-94 a new subject, Information and computer literacy' (ICL), was introduced in lower secondary education in the Netherlands. This article reports on a study of the effects of the curriculum materials used and of teaching behaviour in ICL lessons on changes in girls' and boys' attitudes towards computers, knowledge about ICL , and future plans. A second question focuses on the gender-linked ideas about the subject developed by pupils during ICL lessons. Students appear to enter the classroom with gender-linked patterns of behaviour and attitudes, but education plays an important role. After the course the differences in knowledge between girls and boys have diminished. However, the course was not able to remove gender differences in attitudes. Moreover, for students who worked with a non-genderinclusive method, gender differences in attitudes increased. The events and experiences in the classroom contribute to the extension of gender-specific repertoires of pupils.  相似文献   

Training for Interreligious Classroom Teaching: An Empirical Study     

Natascha Kienstra  Monique van Dijk-Groeneboer  Olav Boelens 《Religious education (Chicago, Ill.)》2013,108(5):594-608

Interreligious education should support cultural and religious diversity in the classroom by inviting new perspectives. Four contexts are important in this regard, as follows: auto-interpretation of one’s own religious tradition, auto-interpretation of foreign traditions, allo-interpretation of one's own religious tradition, and allo-interpretation of foreign traditions. Previous empirical research in the Netherlands has indicated that interreligious learning is not possible in the classroom. However, this study investigated interreligious education from the teaching perspective by conducting an exercise among twenty-four religious and worldview teachers. Specifically, a combination of student teachers, schoolteachers, and teacher trainers took part in a secondary school workshop before answering interview questions. Most participants discussed their own or foreign traditions using auto-interpretation. However, approximately half of all teacher trainers discussed their own traditions using allo-interpretation, although none discussed foreign traditions from the same perspective. In addition, student teachers reached the highest level of interreligious learning available in this study by using multiple perspectives to promote inquiry and engage in productive debate. Although interreligious education is problematic at multiple teaching levels, these results indicate that interreligious teaching practices may be improved through increased training.  相似文献   

Transitioning towards inclusion: a triangulated view of the role of educational assistants     

Sheila Bennett  Tiffany Gallagher  Monique Somma  Rebecca White 《Journal of Research in Special Educational Needs》2021,21(3):187-197

The current work employs the use of multiple lenses to illuminate the integral role of the Educational Assistant (EA) in a Canadian school district’s transition from a segregated to inclusive service delivery model for students with special needs. Often compatible, but also distinctive viewpoints and understandings shape the role of EA in this journey towards inclusive practice in the context of a district that deployed Inclusion Coaches to support educators over the course of five years. Through deductive analysis, qualitative data (interviews, focus groups, blog-style reflections) were analysed from EAs (n = 6), elementary and secondary school teachers (n = 31), and Inclusion Coaches (n = 13). Findings indicated that the voices of EAs, teachers, and Inclusion Coaches all align on three main themes: necessity of collaboration among educators, coordinated and dedicated time for programming and redefining relationships within the inclusive model. During the transition from segregated classrooms to full inclusion, it is imperative that the role of the Educational Assistant (EA) is understood by administrators, teachers and the EAs themselves. With a more clearly delineated and mutually understood role, EAs and educators can develop collaborative relationships, working towards incorporating differentiation and supporting all students in a diverse learning and social community.  相似文献   

The cross-cultural generalizability of a new structural model of academic self-concepts     

Martin Brunner  Ulrich Keller  Caroline Hornung  Monique Reichert  Romain Martin 《Learning and individual differences》2009,19(4):387-403

Prior research on the structure of academic self-concepts has demonstrated academic self-concepts to be domain-specific and hierarchically organized, but has largely failed to support the hypothesis that general academic self-concept is at the apex of the hierarchy. The present study investigates a new multidimensional nested-factor model of academic self-concepts that incorporates both domain-specific and general academic self-concepts, and the position of general academic self-concept at the apex of the self-concept hierarchy. Data were obtained from representative samples of 15-year-old students in 26 countries (total N = 106,680). Results showed that the nested-factor model provided a good fit to the data in each of the 26 countries, and that general and domain-specific academic self-concepts were meaningfully related to gender as well as to student achievement. Moreover, it emerged that the relationships between academic self-concepts and these student characteristics may differ substantially depending on whether the model applied does or does not account for the influence of general academic self-concept on domain-specific measures of academic self-concepts.  相似文献   

Prediction of maximal lactate steady state in runners with an incremental test on the field     

Leti T  Mendelson M  Laplaud D  Flore P 《Journal of sports sciences》2012,30(6):609-616

During a maximal incremental ergocycle test, the power output associated with Respiratory Exchange Ratio equal to 1.00 (RER = 1.00) predicts maximal lactate steady state (MLSS). We hypothesised that these results are transferable for runners on the field. Fourteen runners performed a maximal progressive test, to assess the speed associated with RER = 1.00, and several 30 minutes constant velocity tests to determine the speed at MLSS. We observed that the speeds at RER = 1.00, at the second ventilatory threshold (VT2) and at MLSS did not differ (15.7 ± 1.1 km · h?1, 16.2 ± 1.4 km · h?1, 15.5 ± 1.1 km · h?1 respectively). The speed associated with RER = 1.00 was better correlated with that at MLSS (r = 0.79; p = 0.0008) than that at VT2 (r = 0.73; p = 0.002). Neither the concentration of blood lactate nor the heart rate differed between the speed at RER = 1.00 and that at MLSS from the 10th and the 30th minute of the constant velocity test. Bland and Altman analysis showed a fair agreement between the speed at MLSS and that at RER (0.2 ± 1.4 km · h?1). This study demonstrated that the speed associated with RER = 1.00 determined during maximal progressive track running allows a fair estimation of the speed associated with MLSS, markedly decreasing the burden of numerous invasive tests required to assess it.  相似文献   

The activities of a school‐based teacher educator: a theoretical and empirical exploration     

Corinne van Velzen  Monique Volman 《欧洲师范教育杂志》2009,32(4):345-367

Teacher education all over Europe is increasingly becoming school‐based oriented. This implies new roles for those who support student teachers learning in school. This article describes the way four school‐based teacher educators fulfill their role as educators of student teachers who learn how to teach while participating in the workplace. Based on theoretical notions derived from the literature on teacher education and workplace learning, the Cognitive Apprenticeship Model was specified and used in a case study as a framework to describe the activity of these school‐based teacher educators. They use tools (e.g., apprenticeship assignments) developed within the teacher education institute and rely on their professional knowledge as experienced schoolteachers. This results in student teachers being provided with useful tricks which, however, hardly helps them to interpret and elaborate their experiences from a more conceptual or theoretical perspective. Also the possibilities of the social context of the school as a learning environment are not systematically used.  相似文献