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91.
Vicki L. Baker Meghan J. Pifer Laura G. Lunsford Jane Greer Dijana Ihas 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):394-410
In this study, we sought to contribute to research about the high-impact practice of undergraduate research from the understudied faculty perspective. We relied on focus group data from faculty members (N = 41) across five institutions to better understand the supporting and inhibiting factors that contribute to faculty members’ engagement in mentoring undergraduate research. We offer implications for research and practice. 相似文献
92.
Institutional repositories (IRs) collect, preserve, and disseminate the scholarly output of an organization. Though common in academic settings, they are less so in hospitals or health care systems. The librarians for Aurora Health Care decided to create a primarily citation-level IR to organize and promote the scholarly output of Aurora faculty, residents, and fellows using the proprietary software Digital Commons, a product of the company bepress. The repository also hosts a newly published peer-reviewed journal and includes digitized historical images and institutional memorabilia. Suggested alternatives are given for hospitals or health care systems that may not currently be able to pursue a full-fledged IR. 相似文献
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Vicki Garavuso 《Early education and development》2006,17(4):511-533
In the process of choosing early out-of-home care and education for their young children, 3 mothers living in a working class neighborhood in New York City coconstructed understandings of care and education settings and practices offered within their community. A feminist-pragmatist framework guided the analysis of data that highlighted the processes by which they sought information and support to make those choices. Data indicated that their appreciation of child development theories and educational practices arose from experiences derived from their active participation in the development of a parents network. This grassroots network acted as an invaluable source of childrearing information, supported reflection on identity formation, and prompted political participation at varying levels. These 3 women coconstructed knowledge of early care and education settings by bringing thought to action—from inception, to development, and culminating in fulfillment. 相似文献
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Vicki Garavuso 《Journal of Early Childhood Teacher Education》2013,34(4):393-410
Introducing critical pedagogies into undergraduate early childhood teacher education programs may enable working class teachers who work with working class children to better examine assumptions of developmentally and culturally appropriate practices. This study focuses on a Latino assistant teacher who, after having returned from a semester of student teaching, attempted to cultivate an ethos of professional interaction among his peers. His ability to name, challenge and ultimately reject inappropriate ideologies and practices (Bartolomé, 2004) are coupled with his concern for his children and his community. Illustrating Dahlberg, Moss, and Pence's definitions of “quality” and “meaning making,” (2001) this study also considers ways in which administrators and teacher educators can respond to and support teachers who return to their jobs after their student-teaching experiences. 相似文献
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Vicki Trowler 《Perspectives: Policy and Practice in Higher Education》2013,17(3):91-95
Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions, which may manifest congruently or oppositionally. The current popularity of the concept derives from a large body of evidence suggesting that student engagement improves a range of desirable outcomes. A study funded by the Leadership Foundation to uncover leadership practices that enhanced student engagement revealed the importance of climate, resourcing, communication and values. The article concludes with some suggestions of how the findings might usefully be applied in a higher education setting. 相似文献
98.
This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses. 相似文献
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This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed. 相似文献
100.