IDENTIFYING INFLUENTIAL FACILITATORS OF MATHEMATICS PROFESSIONAL DEVELOPMENT: A SURVEY ANALYSIS OF ELEMENTARY SCHOOL TEACHERS     

Sandra M. Linder  Angela Eckhoff  Larry B. Igo  Dolores Stegelin 《International Journal of Science and Mathematics Education》2013,11(6):1415-1435

This paper builds on results from a previous phenomenological study examining characteristics of influential facilitators of elementary mathematics professional development. The current study utilized a survey design where results from the qualitative investigation were quantitized to develop an instrument that allowed participants to identify qualities of facilitators that are necessary to motivate teachers to be engaged in professional development sessions related to mathematics at the elementary level. This paper describes the instrument development process and results when implemented to a sample of teachers in the USA (n = 565). Findings from this research indicate that participants share the same perceptions of what it means to be an influential facilitator as participants from the phenomenological investigation of facilitator characteristics.  相似文献   

When Oprah Intervenes: Political Correlates of Daytime Talk Show Viewing     

Carroll J. Glynn Ph.D.  Michael Huge M.A.  Jason B. Reineke M.A.  Bruce W. Hardy M.A.  James Shanahan Ph.D. 《广播与电子媒介杂志》2013,57(2):228-244

This study examined the influence of daytime talk shows on opinion formation. Using agenda-setting and cultivation perspectives, it was hypothesized that both exposure to daytime talk shows and the apparent reality of these shows would be positively related to support for government involvement in social issues. In addition to exposure and apparent reality being positively related to levels of support, it was also found that both talk show exposure and respondent's reported perception of the apparent reality of television played a moderating role in the relationship between political ideology and support for government involvement in family issues. This study demonstrated that daytime talk shows can play a significant role in public opinion formation.  相似文献   

Reflections on healing: framing strategies utilized by acquaintance rape survivors     

Sandra L. French 《Journal of Applied Communication Research》2013,41(4):209-319

This study examines the stories acquaintance rape victims tell through semi-structured interviews. Acquaintance rape, viewed here as a particularly paradoxical crime, creates a need for women to resolve the inconsistency of their experience. By conducting interviews with victims and analyzing their verbal communication, this project explores how victims frame their rape experience. Framing strategies used by victims of sexual harassment served as a guide for the initial identification of framing strategies for victims of acquaintance rape. Women in this study utilized strategies of paradox management to assess blame, define, and reframe their experiences. Recognition of these management strategies can assist social support networks and law enforcement professionals in identifying the communicative strategies of female victims of varying types of violence.  相似文献   

Comparison and evaluation of aspects of teacher education in Northern Ireland and the Republic of Ireland   总被引：1，自引：1，他引：0  

Sandra McWilliams  Paraig Cannon  Margaret Farrar  Brian Tubbert  Claire Connolly  Fiona McSorley 《欧洲师范教育杂志》2006,29(1):67-79

This paper critically considers teacher education in Northern Ireland and the Republic of Ireland. It was stimulated by an exchange programme between student teachers from Northern Ireland and the Republic of Ireland for a period of school‐based work in each other's jurisdictions. It examines recent curricular developments, partnership with schools, college requirements and cultural diversity. It also contrasts the effects these have had on student teacher preparation, classroom delivery and tutor involvement in student teacher development. The highly prescribed and assessed Northern Ireland curriculum will be contrasted with that of the Republic of Ireland, which appears to offer more in terms of freedom, flexibility and independence in planning. Different supervisory practices and responsibilities for the assessment of student teachers' practical teaching will be compared in both jurisdictions. The tutors in the Republic of Ireland exercise more control over student teachers' preparation and professional development for teaching, while in Northern Ireland the partnership arrangements have given more influence to schools. The paper illuminates the shift of locus of control and influence of Colleges of Education in Northern Ireland in the education of student teachers, while in the Republic of Ireland Colleges of Education have retained their influence. The curricular expertise of supervisors in the Republic of Ireland is recognized and accepted by the schools, while in Northern Ireland the rise in significance of curriculum expertise in the Curriculum Advisory and Support Service (CASS) of the Education and Library Boards has undermined the influence and expertise of college tutors.

Cet article considère en critique l'éducation de professeur en Irlande du Nord et la République de l'Irlande. Elle a été stimulée par un programme d'échange entre les professeurs d'étudiant d'Irlande du Nord et la République de l'Irlande pendant une période d'école a basé le travail dans des juridictions de chacun. Elle examine des développements curriculaires récents, l'association avec des écoles, des conditions d'université et la diversité culturelle. Elle contraste également les effets que ceux‐ci ont eus sur la préparation de professeur d'étudiant, la livraison de salle de classe et la participation de précepteur dans le développement de professeur d'étudiant. Le programme d'études fortement prescrit et évalué de l'Irlande du Nord sera contrasté avec celui de la République de l'Irlande, qui semble offrir plus en termes de liberté, flexibilité et indépendance dans la planification. Différentes pratiques et responsabilités de surveillance de l'évaluation de l'enseignement pratique des professeurs d'étudiant seront comparées dans les deux juridictions. Les précepteurs dans la République de l'Irlande exercent plus de contrôle de la préparation des professeurs d'étudiant et du développement de professionnel pour enseigner tandis qu'en Irlande du Nord, les arrangements d'association ont donné plus d'influence aux écoles. Le papier élucide le décalage du lieu de la commande et influence des universités de l'éducation en Irlande du Nord dans l'éducation des professeurs d'étudiant, alors que dans la République de l'Irlande, les universités de l'éducation ont maintenu leur influence. L'expertise curriculaire des surveillants dans la République de l'Irlande est identifiée et admis par les écoles, alors qu'en Irlande du Nord l'élévation de la signification de l'expertise de programme d'études dans le programme d'études consultatif et le service de support (CASS) de l'éducation et des conseils de bibliothèque, a miné l'influence et l'expertise des précepteurs d'université.

Este papel crítico considerar profesor educación en Irlanda del Norte y república Irlanda. Fue estimulado por un programa del intercambio entre los profesores del estudiante de Irlanda del Norte y la república de Irlanda por un período de la escuela basó el trabajo en cada otras jurisdicciones. Examina progresos del plan de estudios recientes, sociedad con las escuelas, requisitos de la universidad y diversidad cultural. También pone en contraste los efectos que éstas han tenido en la preparación del profesor del estudiante, la entrega de la sala de clase y la implicación del profesor particular en el desarrollo del profesor del estudiante. El plan de estudios altamente prescrito y determinado de Irlanda del Norte será puesto en contraste con el de la república de Irlanda, que aparece ofrecer más en términos de la libertad, de la flexibilidad y de la independencia en el planeamiento. Las diversas prácticas y responsabilidades de supervisión del gravamen de la enseñanza práctica de los profesores del estudiante serán comparadas en ambas jurisdicciones. Los profesores particulares en la república de Irlanda ejercitan más control sobre mientras que la preparación de los profesores del estudiante y desarrollo del profesional para enseñar en Irlanda del Norte, los arreglos de la sociedad han dado más influencia a las escuelas. El papel ilumina la cambio del lugar geométrico del control e influencia de universidades de la educación en Irlanda del Norte en la educación de los profesores del estudiante, mientras que en la república de Irlanda, las universidades de la educación han conservado su influencia. La maestría del plan de estudios de supervisores en la república de Irlanda se reconoce y aceptado por las escuelas, en mientras que en Irlanda del Norte la subida de la significación de la maestría del plan de estudios el plan de estudios consultivo y el servicio de ayuda (CASS) de la educación y de los tableros de la biblioteca, ha minado la influencia y maestría de los profesores particulares de la universidad.

Sie dieses Papier betrachtet kritisch Lehrerausbildung in Nordirland und in der Republik von Irland. Es wurde durch ein Austauschprogramm zwischen Kursteilnehmerlehrern von Nordirland angeregt und die Republik von Irland während einer Periode der Schule gründete Arbeit in den jeder des anderen Jurisdiktionen. Sie überprüft neue Lehrplanentwicklungen, Teilhaberschaft mit Schulen, Hochschulanforderungen und kulturelle Verschiedenartigkeit. Sie kontrastiert auch die Effekte, die diese auf Kursteilnehmerlehrervorbereitung gehabt haben, Klassenzimmeranlieferung und Tutormiteinbeziehung in der Kursteilnehmerlehrerentwicklung. Der in hohem Grade vorgeschriebene und festgesetzte Nordirlandlehrplan wird zu dem der Republik von Irland kontrastiert, das scheint, mehr in Freiheit, Flexibilität und Unabhängigkeit in der Planung ausgedrückt anzubieten. Unterschiedliche Überwachungspraxis und Verantwortlichkeiten für die Einschätzung des praktischen Unterrichts der Kursteilnehmerlehrer werden in beiden Jurisdiktionen verglichen. Die Tutore in der Republik von Irland üben mehr Steuerung über Vorbereitung der Kursteilnehmerlehrer und Fachmanentwicklung für das Unterrichten während in Nordirland, die Teilhaberschaftsvorbereitungen haben gegeben mehr Einfluß zu den Schulen aus. Das Papier belichtet die Verschiebung des Ortes der Steuerung und Einfluß der Hochschulen der Ausbildung in Nordirland in der Ausbildung der Kursteilnehmerlehrer, während in der Republik von Irland, Hochschulen der Ausbildung ihren Einfluß behalten haben. Die Lehrplansachkenntnis der Inspektoren in der Republik von Irland wird erkannt und angenommen durch die Schulen, während in Nordirland hat der Aufstieg in der Bedeutung der Lehrplansachkenntnis im beratenden Lehrplan und im Beistandsservice (CASS) der Ausbildung und der Bibliothekbretter, den Einfluß und die Sachkenntnis der Hochschultutore untergraben.  相似文献   

Using Multi-Modal Representations to Improve Learning in Junior Secondary Science     

Bruce Waldrip  Vaughan Prain  Jim Carolan 《Research in Science Education》2010,40(1):65-80

There is growing research interest in both the challenges and opportunities learners face in trying to represent scientific understanding, processes and reasoning. These challenges are increasingly well understood by researchers, including integrating verbal, visual and mathematical modes in science discourse, and making strong conceptual links between classroom experiences and diverse 3D and 2D representations. However, a matching enhanced pedagogy of representation-rich learning opportunities, including their theoretical justification, is much less clearly established. Our paper reports on part of a three-year project to identify practical and theoretical issues entailed in developing a pedagogical framework to guide teacher understanding and practices to maximize representational opportunities for learners to develop conceptual understandings in science.  相似文献   

The effects of sustained classroom-embedded teacher professional learning on teacher efficacy and related student achievement     

Catherine D. Bruce  Indigo Esmonde  John Ross  Lesley Dookie  Ruth Beatty 《Teaching and Teacher Education》2010,26(8):1598-1608

This paper reports on the impact of a classroom-embedded professional learning (PL) program for mathematics teaching in two contrasting districts in Canada, and investigates the relationship between teacher efficacy and student achievement. Before the PL, District A had lower teacher efficacy and student achievement than District B, but after the PL, this situation was reversed. Qualitative analysis revealed that the two districts reported learning very different things from the PL opportunity. The complexities of context, prior learning experiences, goal setting, and persistence of participants all factored into what and how teachers learned.  相似文献   

Effects of moniliformin and selenium on human articular cartilage metabolism and their potential relationships to the pathogenesis of Kashin-Beck disease     

Clare E.HUGNES  Bruce CATERSON 《Journal of Zhejiang University. Science. B》2010,11(3):200-208

Objective:To investigate the effects of mycotoxin moniliformin (MON) on the metabolism of aggrecan and type II collagen in human chondrocytes in vitro and the relationship between MON and Kashin-Beck disease (KBD).Methods:Human chondrocytes were isolated and cultured on bone matrix gelatin to form an artificial cartilage model in vitro with or without MON toxin.Cell viability was determined by 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT) assay.The expression of aggrecan and type II col...  相似文献   

Introduction to this issue     

Sandra K. Paul 《Publishing Research Quarterly》1999,15(2):3-3

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The Linda Crane Lecture From Silos to Bridges: Preparing Effective Teams for a Better Delivery System     

Sandra Cassady 《Cardiopulmonary Physical Therapy Journal》2013,24(2):5-11

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A committee system for radio‐TV administration     

Bruce A. Linton 《广播与电子媒介杂志》2013,57(2):157-162

Often, a series of studies may shed light where a single study from the series will be of minor value. For the past several years, students in the graduate Department of Journalism at the University of California at Los Angeles have investigated facets of the mass communications picture in the Southern California region. In this article, Walter Wilcox, Department Chairman, and Jack Lyle, Assistant Professor, provide a framework and a synopsis of several studies using a variety of methodologies but all concerned with the subject of television news broadcasting.  相似文献