Finding a third space in teacher education: creating an urban teacher residency     

Emily J. Klein  Monica Taylor  Cynthia Onore  Kathryn Strom  Linda Abrams 《Teaching Education》2013,24(1):27-57

This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a “third space” in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the “third space.”  相似文献   

Comparison of Students' Knowledge Structure Coherence and Understanding of Force in the Philippines,Turkey, China,Mexico, and the United States     

Douglas B. Clark  Cynthia M. D'Angelo  Sharon P. Schleigh 《学习科学杂志》2013,22(2):207-261

This study investigates the ongoing debate in the conceptual change literature between unitary and elemental perspectives on students' knowledge structure coherence. More specifically, the current study explores two potential explanations for the conflicting results reported by Ioannides and Vosniadou (2002 Ioannides, C. and Vosniadou, S. 2002. The changing meanings of force. Cognitive Science Quarterly, 2(1): 5–62.  [Google Scholar])and diSessa, Gillespie, and Esterly (2004 diSessa, A. A, Gillespie, N. and Esterly, J. 2004. Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28: 843–900. [Crossref], [Web of Science ®] , [Google Scholar]) in terms of differences in coding schemes and differences in student populations. The current study addresses these questions by applying the coding schemes from both studies to interviews with 201 students drawn from the United States, the Philippines, Turkey, China, and Mexico. The analyses focus first on the coding schemes, suggesting that differences in coding schemes seem unlikely to account for the differences in the original studies. The analyses then focus on potential differences between student populations, suggesting that some differences exist in terms of consistency and meanings that might result from language, culture, or educational systems, but that these differences are too small to account for the radical differences in the findings of the original studies. Two additional explanations are then proposed and explored involving the instruments and the epistemological stances invoked for the students. Overall, the results align more closely with the findings of diSessa, Gillespie, and Esterly (2004 diSessa, A. A, Gillespie, N. and Esterly, J. 2004. Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28: 843–900. [Crossref], [Web of Science ®] , [Google Scholar]). [Supplemental materials are available for this article. Go to the publisher's online edition of Journal of the Learning Sciences for the following free supplement: Coding Schemes and Rules.]  相似文献   

Self-Efficacy and Postpartum Teaching: A Replication Study     

M. Cynthia Logsdon  Diane Eckert  Roselyn Tomasulo  John Myers 《The Journal of perinatal education》2013,22(3):166-170

Postpartum depression (PPD) occurs in 13% of new mothers internationally, but many do not receive treatment. In the Western world, hospital-based perinatal nurses have extended contact with new mothers and are in a unique position to teach them to recognize symptoms of and seek treatment for PPD. In this replication study framed by self-efficacy theory, teaching new mothers about PPD was predicted by a nurse’s self-efficacy related to PPD teaching, expectations for teaching from supervisor, PPD continuing education, teaching experience on other topics, and experience with observing other nurses teaching patients about PPD. The results of the study demonstrate the importance of the climate created by the nursing supervisor in which teaching about PPD is expected and facilitators of effective patient teaching are available.  相似文献   

Tensions Between the “Science” of Reading and a “Love of Learning”: One High-Poverty School's Struggle with NCLB     

Cynthia I. Gerstl-Pepin  Haley Woodside-Jiron 《Equity & Excellence in Education》2013,46(3):232-241

This article addresses one of the fundamental flaws of No Child Left Behind (NCLB): the disconnect it creates between the lived culture of schools and the inflexible mandates focused exclusively on scientific research. Specifically, we examined NCLB's Reading First Program, a grant program that focuses on promoting specific “scientifically-based” components of teaching reading (phonemic awareness, phonics, fluency, vocabulary, and text comprehension instruction). The data reported in the article is based on a qualitative case study of one high-poverty school in the Northeastern section of the United States. The findings suggest that missing in the story of scientifically-based research and accountability are the roles that context and individual student needs play in the professional role of a teacher in the classroom.  相似文献   

Mentoring as an Induction Tool in Special Education Administration     

Cynthia Sonderegger Smith  Kimberly Arsenault 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):461-480

Mentoring is a widely used method of induction into a variety of professional roles, including educational leadership. However, little scholarly literature has focused on the role of mentoring in the career development of special education administrators. In this examination of 14 such mentoring relationships, the existence of career and psychosocial functions as theorized by Kram is explored and the perceived value of the functions to mentors and protégés in the career development of beginning special education administrators is identified. Evidence of coaching, a career function, and counseling, a psychosocial function, was found in all relationships studied and these two functions were ranked as most important to the career development of beginning special education administrators by both mentors and protégés. Recommendations include incorporating mentoring functions into mentor and protégé training to increase the positive effect of mentoring on the career development of beginning special education administrators.  相似文献   

To Me It’s Like Having a Kid,Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program     

Cynthia D. Fair  Anna K. Decker  Kathryn E. Hopkins 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):301-317

This qualitative longitudinal study focuses on analyses of journals written by 31 sixth grade students who participated in the Chapel Buddy program. The Chapel Buddy program is a developmental mentoring program that pairs sixth graders with kindergarten students. Mentors responded to guided writing prompts three times during the course of the year. Prompts were designed to encourage mentors to explore their role as mentors and their understanding of the mentor–mentee relationship. Results indicated that the program presented a rich, experiential learning opportunity for the sixth graders to develop a relationship with a younger child, to reflect on what it means to be in a helping relationship, and to examine their experiences as “big kids.” Sixth graders varied in their ability to successfully engage and manage their kindergarten mentees, which in turn meaningfully affected the mentors’ satisfaction. Strategies to maximize the educational value of developmental mentoring programs with younger mentors are discussed.  相似文献   

Reading Winnicott,edited by Lesley Caldwell and Angela Joyce     

Cynthia Cross 《Emotional and Behavioural Difficulties》2013,18(1):101-102

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Memorable Messages for Navigating College Life     

Samantha Nazione  Carolyn Laplante  Jennifer Cornacchione  Jessica Russell  Cynthia Stohl 《Journal of Applied Communication Research》2013,41(2):123-143

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Legal Research Boot Camp: One Approach to Meeting the Research Needs of Law Students     

Michael Chiorazzi  Cynthia Condit 《Legal Reference Services Quarterly》2013,32(4):299-309

This article describes the legal research boot camp offered at the University of Arizona James E. Rogers College of Law. It is an intensive, one-week course offered the first week of the summer break to prepare students for their summer clerkships. It is also a vehicle to teach law librarianship students how to teach legal research.  相似文献   

Evaluation of a New Clinical Librarian Service     

Cynthia J. Vaughn 《Medical reference services quarterly》2013,32(2):143-153

In order to evaluate a new Clinical Medical Librarian (CML) service at Preston Medical Library in Knoxville, Tennessee, the three departments participating in the service were surveyed and interviewed. Participants in the study shed light on how much impact the attendance of a librarian at rounds and other meetings has had on their patient care decisions as well as their use of the library. Overall, the CML service has been well received by residents and faculty and will continue to serve at least these three departments.  相似文献