Disciplinary Text-Dependent Questions: Questioning for Learning in the Disciplines. The Challenge of Literacy in the Disciplines     

Rachael Gabriel  Christopher Wenz 《Clearing house (Menasha, Wis.)》2016,89(6):202-207

The challenge of reading across disciplines is often not a matter of word recognition or general comprehension instruction; it is a matter of understanding how ideas are represented in the language and conventions of that discipline. In this article we describe a strategy for foregrounding the disciplines in the design and implementation of text-dependent questions in content area courses in order to accomplish a dual focus on content and discourse when using discipline-specific texts.  相似文献   

Experiences with Counselor Training in Central Europe: Voices from Student Trainees     

Charles Jacob  Gregory Roth  Jessica Flanders  Cheria Jackson  Caitlin Park-Davidson  Tereza Grubrova  Jacqueline Guynn  Rebecca Shoemaker  Rachael Goldberg  Casy Chehayl 《International journal for the advancement of counseling》2017,39(1):43-55

Globalization has led to an increase in United States-influenced counseling programs the world over; however, the extent to which these training models apply to other cultures is unclear. Using a sample of master’s-level counseling students studying in the Czech Republic (n?=?5), the authors conducted a phenomenological inquiry examining the experiences of European students trained in a program developed and supervised by faculty in the United States. Three themes (and potential barriers) related to English-language training programs in Central Europe included: cultural differences between faculty and students, complications related to the notion of professional identity, and concerns related to the utility of wellness-based principles in the Czech Republic. Implications for educators include cultural adaptation of training and course material as well as reframing illness perspectives through a wellness lens.  相似文献   

The effect of assessment of process after receiving teacher feedback     

Rachael Ruegg 《Assessment & Evaluation in Higher Education》2016,41(2):199-212

This exploratory study investigated the effect of assessing both process and product compared to assessing written products alone. Two groups of students received teacher feedback over a one-year period. One group was assessed on their revisions in addition to the quality of final drafts, while a second group was assessed on the quality of final drafts alone. The uptake of feedback, in the form of revision attempts, and the success of those attempts were compared between the two groups using a Mann–Whitney U-test. In addition, improvement in writing performance was measured and compared between the two groups using one-way analysis of variance. It was found that the group assessed on process had significantly higher uptake of feedback than the group assessed on product alone. However, the increased uptake consisted of unsuccessful revision attempts, while the number of successful revisions was almost identical between the groups. It was also found that the group assessed on final product alone improved significantly more than the group assessed on process in terms of essay content. It is concluded that the assessment of feedback may not be necessary in some contexts, and suggestions are given for increasing the quality of learning achieved by teacher feedback.  相似文献   

Equivalence and relational thinking: preservice elementary teachers’ awareness of opportunities and misconceptions     

Ana C. Stephens 《Journal of Mathematics Teacher Education》2006,9(3):249-278

This study examined awareness of equivalence and relational thinking exhibited by 30 preservice elementary teachers in order to assess their initial preparedness to engage students in these two important aspects of early algebraic reasoning. Findings indicated that preservice teachers collectively demonstrated an awareness of relational thinking both in identifying opportunities offered by tasks to engage students in this thinking and in identifying this thinking in samples of student work. However, in proposing difficulties students might have with selected tasks, few participants demonstrated the understanding that many elementary school students hold misconceptions about the meaning of the equal sign. Implications of these findings for preservice and inservice teacher education are discussed.  相似文献   

Twenty‐five years of the Journal of Educational Administration and History     

Peter Gosden  W. B. Stephens 《Journal of educational administration and history》2008,40(1):47-48

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Individualized educational planning for the gifted     

Joan Wolf  Thomas Stephens 《Roeper Review》2013,35(2):11-12

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What children need to be happy,confident and successful: step by step positive psychology to help children flourish     

Casey Stephens 《Educational Psychology in Practice》2014,30(1):109-110

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A tale of secret vices     

Stephens  Elizabeth 《Metascience》2010,19(3):505-506

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The engagement of mature distance students     

Ella R. Kahu  Christine Stephens  Linda Leach  Nick Zepke 《高等教育研究与发展》2013,32(5):791-804

An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.  相似文献   

Impact of a One-to-One iPad Initiative on Grade 7 Students' Achievement in Language Arts,Mathematics, and Learning Skills     

Lori Kirkpatrick  Heather M. Brown  Michelle Searle  Rachael E. Smyth  Emily A. Ready  Kathleen Kennedy 《学校用计算机》2013,30(3):171-185

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