Research on writing development, practice, instruction, and assessment     

Steve Graham 《Reading and writing》2008,21(1-2):1-2

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Queering Tactical Technical Communication: DIY HRT     

Avery C. Edenfield  Steve Holmes  Jared S. Colton 《Technical Communication Quarterly》2019,28(3):177-191

Given the barriers for transgender people to access affordable gender-transition care, online environments have witnessed a rise in user-generated instruction sets providing direction on the self-administration of hormone therapy. These ethical forms of tactical technical communication demonstrate the need to consider a new materialist approach to queer theory, which refuses to align queer agency with stable identities. Drawing directly from these user-generated instructions, this article articulates a theoretical framework for queer, tactical technical communication.  相似文献   

Rethinking Recruitment: The Comprehensive and Strategic Recruitment of Secondary Science Teachers     

Julie A. Luft  Sissy S. Wong  Steve Semken 《Journal of Science Teacher Education》2011,22(5):459-474

The shortage of science teachers has spurred a discussion about their retention and recruitment. While discussion about retaining science teachers has increased dramatically in just the last few years, science teacher educators have not attended to the recruitment of science teachers with the same tenacity. This paper is our effort to initiate this discussion and to focus on secondary science teachers. We begin by suggesting why recruitment is important and explore related research. We then suggest a comprehensive and strategic orientation towards recruitment that serves as a mechanism to examine current practices in the field. In presenting this position paper, we hope that science teacher educators will contemplate their own recruitment practices and begin discussing the recruitment process more openly with one another.  相似文献   

The roles of writing knowledge,motivation, strategic behaviors,and skills in predicting elementary students’ persuasive writing from source material     

Wijekumar  Kay  Graham  Steve  Harris  Karen R.  Lei  Pui-Wa  Barkel  Ashley  Aitken  Angelique  Ray  Amber  Houston  Julia 《Reading and writing》2019,32(6):1431-1457

Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,...  相似文献   

A mythopoetic methodology: storytelling as an act of scholarship     

Steve Shann 《Asia-Pacific Journal of Teacher Education》2015,43(2):128-142

A pre-service teacher clashes with his mentor and the practicum ends badly. There is distress and a sense of failure all round. Questions get asked. Was the pre-service teacher simply unsuited to this demanding profession? Was the teacher education inadequate? Was the mentor a good fit? Were there the right kinds of support in place? Was the school culture intolerant of new ideas, new energies?

Given concerns about an ageing workforce, beginning teacher attrition rates and healthy work environments, questions such as these require thoughtful investigation. But the issues are complex. Complexity is not an easy thing to research.

The past hundred years has seen a number of significant attempts to understand personal and social complexity, from the grand structural narratives of the psychoanalytic movement through to post-structural accounts that pay increasing attention to the apparently chaotic interplay of intersecting life trajectories, shifting identities, and ordinary affects.

What methodologies nudge us deeper into perceived and experienced complexities? What ways of communicating the insights afforded by such methodologies are likely to have impact, to create affects?

In this paper, I suggest that a mythopoetic methodology (the writing of a story) plays a part in the scholarly attempt to see complexity more fully. I suggest, too, that a mythopoetic form (the telling of a story) has the potential to create useful affects.

The paper is performative rather than exclusively analytical.  相似文献   

PERSISTENCE OF THE INTUITIVE CONCEPTION THAT HEAVIER OBJECTS SINK MORE: A REACTION TIME STUDY WITH DIFFERENT LEVELS OF INTERFERENCE     

Patrice Potvin  Steve Masson  Stéphanie Lafortune  Guillaume Cyr 《International Journal of Science and Mathematics Education》2015,13(1):21-43

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Construction and Initial Validation of the Reese EcoWellness Inventory     

Ryan F. Reese  Jane E. Myers  Todd F. Lewis  John T. Willse 《International journal for the advancement of counseling》2015,37(2):124-142

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Course evaluation matters: improving students’ learning experiences with a peer-assisted teaching programme     

Angela Carbone  Liam Phelan  Katherine Lindsay  Steve Drew  Sue Stoney 《Assessment & Evaluation in Higher Education》2015,40(2):165-180

In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students’ learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores.  相似文献   

To a speech teacher     

Juliana B. Lewis 《Communication quarterly》2013,61(3)

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Inexpensive Timing Method for Cinematography     

John Newton  John Provancher  Dee Abramson  Sue Lewis 《Research quarterly for exercise and sport》2013,84(2):484-488

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