A Prospective Study of Life Stress, Social Support, and Adaptation in Early Adolescence   总被引：9，自引：0，他引：9  

David L. DuBois  Robert D. Felner  Stephen Brand  Angela M. Adan  Elizabeth G. Evans 《Child development》1992,63(3):542-557

This study employed a 2-year longitudinal design to examine the relation of stressful life events and social supports to psychological distress and school performance among 166 early adolescents (mean age = 13.5 years). A prospective approach was utilized to control for initial levels of adjustment when examining the relation of Time 1 stress and support variables to Time 2 psychological distress and school performance. Both stress and support variables made significant contributions to the prediction of subsequent psychological distress. Stresses, but not supports, made a significant contribution to the prediction of subsequent school performance. Evidence for reciprocal and interactive linkages was also found, including effects of psychological distress and school performance on subsequent stresses and supports, and greater adaptive impact of school-based supportive resources under conditions of heightened risk outside of school. Implications for ecological and transactional models of development relating to the targeting and efficacy of preventive efforts are discussed.  相似文献   

Meaningful interaction: toward a new theoretical approach to online instruction     

Robert Gray 《Technology, Pedagogy and Education》2019,28(4):473-484

ABSTRACT

Taking full advantage of the educative benefits of interaction in digital learning environments will require the development of new theoretical frameworks that can contribute to a richer understanding of interaction. Literary theory provides an excellent place to develop such a framework and advanced understanding. Literary theory enables us to reconceptualise online courses as ‘texts’, thereby equipping us with more sophisticated modes of analysis for the teaching and learning process. By rethinking online courses as texts, and better yet as what Roland Barthes has described as ‘writerly’ texts, we can improve interaction in the online classroom. More importantly, we can move toward a more meaningful form of interaction, where learners interact with course content at the level of meaning and meaning making, where interaction becomes a full participation in the production of a lesson’s meaning. Indeed, this aim of co-producing meaning should be the primary objective of all learning.  相似文献   

Teaching Text Design     

Robert Kramer  Stephen A. Bernhardt 《Technical Communication Quarterly》1996,5(1):35-60

A growing body of literature defines a rhetoric of visible text based on page layout, typography, and the various design features afforded by page composition tools buitt into word processors and page design programs. Little has been written, however, about what a wriier needs to know about design and in what order. This article describes and demonstrates a scope and sequence of learning that encourages writers to develop their skills as text designers. It introduces relevant liierature that is helpful for such learning and it does so in an evolving format that displays visually what the essay discusses verbally.  相似文献   

Building an online community to support the professional development of casual teachers     

Bonnie Amelia Dean  Kathryn Harden-Thew  Lisa Thomas 《International Journal for Academic Development》2017,22(1):31-42

Abstract

With the burgeoning casualisation of the higher education workforce, the precarious nature of casual teaching has become increasingly well documented. Universities are recognising that enhancing quality learning and teaching must include attention to the provision of services, support, and professional development for teachers employed on a sessional or casual basis. This paper presents a study investigating an online course for supporting and connecting dispersed and diverse casual teachers at an Australian university. The study explores the role of community and the impact of professional development for casual teachers across discipline boundaries in an institution-wide online course.  相似文献   

A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies     

Parrila  Rauno  Dudley  Dean  Song  Shuang  Georgiou  George K. 《Annals of dyslexia》2020,70(1):1-26

Annals of Dyslexia - We provide a meta-analytic review of all group-comparison studies that used reading-level match design, were conducted in highly consistent European orthographies, included...  相似文献   

Bridging western and First Nations thought: Balanced education in Whitehead's philosophy of organism and the sacred circle   总被引：1，自引：0，他引：1  

Robert Regnier 《Interchange》1995,26(4):383-415

The sacred circle offers a perspective for interpreting and theorizing about human development valuable in shaping the education of First Nations and non-First Nations students. For those of us in a western materialist culture who are interested in coming to understand what the sacred circle might offer, it is necessary to address assumptions in our own culture. This paper proceeds in four parts to facilitate such an understanding. Part One formulates the importance of a culturally self-critical approach to understanding education based in the sacred circle. Part Two presents the sacred circle as a pattern used to interpret meaning in First Nations education. Part Three examinesinterconnectedness through (a) whitehead's criticism of western scientific epistemology and his idea of education for balanced development, and (b) through the creator, mother earth and the Four Directions reflected in the sacred circle. Part Four interprets aholistic apprehension approach to education based in (a) Whitehead's notion's of intuition and imagination for balanced development from the sacred circle perspective, and (b) through the sacred circle in the vision quest ceremony.  相似文献   

Emergent themes from recent research syntheses in science education and their implications for research design,replication, and reporting practices     

Joseph Taylor  Erin Furtak  Susan Kowalski  Alina Martinez  Robert Slavin  Molly Stuhlsatz  Christopher Wilson 《科学教学研究杂志》2016,53(8):1216-1231

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Measuring Graph Comprehension,Critique, and Construction in Science     

Kevin Lai  Julio Cabrera  Jonathan M. Vitale  Jacquie Madhok  Robert Tinker  Marcia C. Linn 《Journal of Science Education and Technology》2016,25(4):665-681

Interpreting and creating graphs plays a critical role in scientific practice. The K-12 Next Generation Science Standards call for students to use graphs for scientific modeling, reasoning, and communication. To measure progress on this dimension, we need valid and reliable measures of graph understanding in science. In this research, we designed items to measure graph comprehension, critique, and construction and developed scoring rubrics based on the knowledge integration (KI) framework. We administered the items to over 460 middle school students. We found that the items formed a coherent scale and had good reliability using both item response theory and classical test theory. The KI scoring rubric showed that most students had difficulty linking graphs features to science concepts, especially when asked to critique or construct graphs. In addition, students with limited access to computers as well as those who speak a language other than English at home have less integrated understanding than others. These findings point to the need to increase the integration of graphing into science instruction. The results suggest directions for further research leading to comprehensive assessments of graph understanding.  相似文献   

World trends in science education,by Charles P. McFadden, (Ed.). Halifax,Nova Scotia,Canada: Atlantic Institute of Education, 1980     

Robert Yager  John E. Penick 《科学教学研究杂志》1982,19(3):271-272

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Supervision of Doctoral Students in the Natural Sciences: expectations and experiences     

Christopher J. Pole  Annemarie Sprokkereef  Robert G. Burgess  Emma Lakin 《Assessment & Evaluation in Higher Education》1997,22(1):49-63

Within the natural sciences and engineering, literature relating to postgraduate education, in particular the process of completing a doctorate, remains generally scarce. That which does exist emphasises the role of the supervisor in effecting successful completion and points to a wide range of activities performed by supervisors. There remains, however, little by way of accounts of the actual experiences of supervisors or students when engaged in the process of doctoral supervision. It is these experiences which form the basis of this paper which focuses upon doctoral students and their supervisors in the disciplines of physics, mathematics and engineering science. Data for the paper have been collected, as part of an ESRC funded project, by means of in‐depth interviews with students and supervisors in nine universities in England. In particular, we address students expectations of PhD supervision, the extent to which expectations have been met, and within the context of the ‘career’ of the PhD, the ways in which supervision changes as the doctoral process progresses. Important issues relating to the need for training for PhD supervisors and their capacity to meet the expectations of their students are raised, together with those which question the relationship between the PhD and the culture of academic work.  相似文献