An Examination of Parental Involvement Practices in Their Children’s Schooling by Zimbabwean Immigrant Mothers in Cincinnati,Ohio     

Florence Nyemba  Rufaro A. Chitiyo 《Diaspora, Indigenous, and Minority Education》2018,12(3):124-138

This study examined parental involvement practices by Zimbabwean immigrant mothers in Cincinnati, Ohio. Research had shown the link between parental involvement and children’s academic success. We draw upon Epstein et al.’s (2002) parental involvement framework to examine how Zimbabwean immigrant mothers participate in their children’s schooling and the challenges they encounter when they try to be involved. Semistructured interviews, which were analyzed using thematic coding, were conducted with mothers whose children were enrolled in Grades K–12. Results indicate a high participation rate among Zimbabwean immigrant mothers in their children’s education. Participants shared their understanding of parental involvement in the United States after being involved in their children’s education. Our implications call for action by teachers, school administration, and educational stakeholders to develop a better understanding of immigrant children’s cultural backgrounds to help them succeed in the classroom.  相似文献   

Falls the shadow and the light: liminality and natality in social work field education     

Debb Hurlock  Constance Barlow  Anne Phelan  Florence Myrick  Russell Sawa  Gayla Rogers 《Teaching in Higher Education》2013,18(3):291-301

This article is situated within an experience of conflict for Tina, a social work student, who is caught between her beliefs about the virtues of social work practice, and her disillusioning encounter with the school's administration. In this paper, we interpret Tina's experience of conflict by drawing on the central concepts of liminality and natality, and how she moves through disillusionment to illumination, thereby generating new self-understandings and meanings of social work practice. We conclude with the pedagogical implications for students, and educators, and that as messy and complex as the liminal is, it is also vital to the creation of new understandings and regeneration of meaning in professional education.  相似文献   

We Care—Virtually and in Person: A User-Centered Approach to Assessment,Implementation and Promotion of Library Resources and Services to a Remote Graduate Campus     

Paul Tremblay  Zhonghong Wang 《Public Services Quarterly》2013,9(3):207-232

ABSTRACT

The article relates how the Brooklyn Campus Library of Long Island University, despite limitations of physical distance and the varying conditions of the remote graduate campus at Westchester, makes every effort to face each challenge creatively with practical solutions for implementation. We share our findings and experiences—what worked and what did not—and what remains to be done in terms of supporting the curricula and bringing library resources and services to a mixture of remote site users. The authors recount how the gap between reality and the ideal is reduced and unique issues relevant to remote users are resolved by the Brooklyn Campus Library, in collaboration with other units of Long Island University. We relate how we combine library instruction with our marketing efforts to promote library resources and services. We also analyze survey data and interlibrary loan statistics to assess our success. The article contributes to the ongoing discussion of improving and promoting library resources and services to remote sites.  相似文献   

Tracking the mind during writing: immediacy, delayed, and anticipatory effects on pauses and writing rate     

Severine Maggio  Bernard Lété  Florence Chenu  Harriet Jisa  Michel Fayol 《Reading and writing》2012,25(9):2131-2151

This study examines the dynamics of cognitive processes during writing. Participants were 5th, 7th and 9th graders ranging in age from 10 to 15?years. They were shown a short silent video composed of clips illustrating conflictual situations between people in school, and were invited to produce a narrative text. Three chronometric measures of word n were analyzed using a Linear Mixed-Effects Model regression procedure: pause duration before word n, pause duration within word n, and writing rate of word n. The predictors were sublexical and lexical properties of word n, i.e., immediacy effects, word n ? 1, i.e., delayed effects, and of word n?+?1, i.e., anticipatory effects. The writing-rate and the intra-word-pause measures show both immediacy and anticipatory effects. However, the between-word-pause durations show only delayed effects, which has not been reported in previous studies. As far as we know, our study is the first investigation which reveals the occurrence of parallel and serial effects in written text production: preprocessing of word n?+?1 occurs when word n is being written, and properties of word n ? 1 still exert their influences while the pen has already moved to the next word.  相似文献   

Exploring the Role of ‘Gendered' Discourse Styles in Online Science Discussions     

Florence R. Sullivan  Manu Kapur  Sandra Madden  Stefanie Shipe 《International Journal of Science Education》2013,35(3):484-504

In this study, we examined whether gendered discourse styles were evidenced in online, synchronous, physics collaborative learning group discussions, and the extent to which such discourse patterns were related to the uptake of ideas within the group. We defined two discourse styles: the oppositional/direct style, theorized to be the socialized discourse pattern typically used by males, and the aligned/indirect style, theorized to be the socialized discourse pattern typically used by females. Our analysis indicates the presence of both styles in these chats and the styles were generally utilized along theorized, gendered lines. However, we also observed male use of the stereotypically ‘feminine' discourse style and female use of the stereotypically ‘masculine' discourse style. Moreover, we found no main effect for discourse style on the uptake of ideas. The findings indicate that, contrary to prior research in both face-to-face science classroom settings and online physics settings, ideas were taken up at relatively similar rates regardless of the gendered discourse style employed. Design implications of this study are discussed and suggestions for future research are made.  相似文献   

Problem-posing research in mathematics education: new questions and directions     

Florence Mihaela Singer  Nerida Ellerton  Jinfa Cai 《Educational Studies in Mathematics》2013,83(1):1-7

As an introduction to the special issue on problem posing, the paper presents a brief overview of the research done on this topic in mathematics education. Starting from this overview, the authors acknowledge important issues that need to be taken into account in the developing field of problem posing and identify new directions of research, some of which are addressed by the collection of the papers included in this volume.  相似文献   

Response to addresses of welcome     

Florence Mulvihill 《Peabody Journal of Education》2013,88(2)

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Who says you need to teach reading to 11–13-year-olds?     

Faye Fiona Parkhill  Jo Florence Fletcher  Janinka Greenwood  Michael Grimley  Sue Bridges 《Education 3-13》2013,41(2):160-177

Research indicates that as students move through the school system, many begin to experience difficulties with reading. With this mind, this study explored current practices and perceptions about reading programmes for 11–13-year-old students in New Zealand schools. The study employed an online survey designed to investigate current reading literacy practices in a sample of New Zealand primary in years 7 and 8. Observations of practice and interviews with literacy leaders, teachers, principals and students were also carried out at five case study schools. The survey indicated that teachers may underestimate the importance of learner engagement and direct teaching strategies. The case studies exemplify the need for good professional development, supportive leadership, effective class management strategies, a positive and engaging learning environment, teachers with a passion for literacy and exemplary and sustained guided reading.  相似文献   

Immigration and its effect on the college-going outcomes of natives     

Florence Neymotin   《Economics of Education Review》2009,28(5):538-550

In this paper, I analyze immigration's effect on the SAT-scores and college application patterns of high school students in California and Texas. The student-level dataset used is longitudinal in nature and is matched via a unique algorithm to the Census 2000 summary tabulation files to determine immigration at the local census-place level. The Census measure of immigration developed here is extremely specific and improves upon existing immigration measures. Using empirical strategies to account for issues of selection, this essay's main finding is that the 1990s immigration did not harm, and possibly benefited the student outcomes of U.S. citizens.  相似文献   

Towards an idea-centered,principle-based design approach to support learning as knowledge creation     

Huang-Yao Hong  Florence R. Sullivan 《Educational technology research and development : ETR & D》2009,57(5):613-627

While the importance of viewing learning as knowledge creation is gradually recognized (Paavola et al. Computer-supported collaborative learning: foundations for a CSCL community 2002; Rev Educ Res 74:557–576 2004), an important question remains to be answered—what represents an effective instructional design to support collaborative creative learning? This paper argues for the need to move away from efficiency-oriented instructional design to innovation-oriented instructional design if learning as knowledge creation is to be pursued as an important instructional goal. The rationale in support of this argument is discussed from four different theoretical perspectives and an idea-centered, principle-based design approach as an example is proposed for discussion.  相似文献