Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program     

Thomas R. Koballa Jr.  Leslie Upson Bradbury  Shawn M. Glynn  Cynthia Minchew Deaton 《Journal of Science Teacher Education》2008,19(4):391-411

Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers produced 379 statements that were grouped into six conceptual categories. The categories of apprenticeship, personal support, and colearning revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring. The conceptions functioned as referents for their mentoring practice. Mentoring as apprenticeship was the dominant conception among both the beginning teachers and mentors. The findings of this study imply that conceptions of mentoring held by mentors and beginning science teachers should be considered when organizing the school-based component of alternative certification programs.  相似文献   

An Examination of Doctoral Preparation Information in the United States: A Content Analysis of Counselor Education Doctoral Program Websites     

Hongryun Woo  Cynthia J. Mulit  Kelsea M. Visalli 《International journal for the advancement of counseling》2016,38(2):97-114

Counselor Education (CE) program websites play a role in program fit by helping prospective students learn about the profession, search for programs and apply for admission. Using the 2014 ACA Code of Ethics’ nine categories of orientation content as its framework, this study explored the information provided on the 63 CACREP-accredited CE doctoral programs’ websites in the U.S. Content suggestions for CE program websites are provided. The purpose is to improve program fit via providing prospective students with thorough information about the CE profession, a department and its program.  相似文献   

The priorities established among data sources when instructional designers revise written materials     

Kate Le Maistre  Cynthia Weston 《Educational technology research and development : ETR & D》1996,44(1):61-70

The objective of the study was to investigate the priorities instructional designers establish among data sources when they revise written materials and the relationship of their practice to standard models of formative evaluation. Two modules of printed instructional material were revised by each of eight experienced instructional designers under three treatment conditions, using a counterbalanced design. Data were collected using a think-aloud procedure. The think-aloud protocol was segmented, coded and analysed. Results show that instructional designers were significantly more likely to incorporate their own knowledge into revisions than to use feedback data, and when they did use feedback data, they preferred learner comments. They did not accurately assess their use of their own knowledge or of feedback data; they thought they used feedback data more than the results showed. These instructional designers reflected some aspects of the standard instructional design model when they revised instructional materials, but their experience has caused many of the procedures to become internalized, so they are invisible in the protocols. This research was funded in part by a grant from the Social Sciences and Humanities Research Council of Canada.  相似文献   

Absorptive capacity: A conceptual framework for understanding district central office learning     

Caitlin C. Farrell  Cynthia E. Coburn 《Journal of Educational Change》2017,18(2):135-159

Globally, school systems are pressed to engage in large-scale school improvement. In the United States and other countries, school district central offices and other local governing agencies often engage with external organizations and individuals to support such educational change efforts. However, initiatives with external partners are not always productive. We draw on the idea of absorptive capacity to present a conceptual framework for understanding when and under what conditions partnerships are likely to foster district learning and support change efforts. We contend that prior knowledge, communication pathways, strategic knowledge leadership, and resources to partner are preconditions for a district central office’s absorptive capacity, and we identify the features of the external partner that likely matter for productive partnering. We argue that the relationship between district absorptive capacity and features of the partner is mediated by the nature of the interactions between district and partner, with likely consequences for organizational learning outcomes. For researchers, this framework serves as a tool for understanding how a district central office can learn from an external partner for educational improvement efforts. For school district leaders and external partners, this framework provides a structure for thinking strategically about when and under what conditions a partnership is likely to be productive.  相似文献   

Not another ID model     

Stephanie Roberts  Cynthia Conn  Linda Lohr  Erin Hunt  Annmari Duffy 《TechTrends》2003,47(4):15-20

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Hard-to-Manage Preschool Boys: Symptomatic Behavior across Contexts and Time   总被引：5，自引：0，他引：5  

Susan B. Campbell  Elizabeth W. Pierce  Cynthia L. March  Linda J. Ewing  Emily K. Szumowski 《Child development》1994,65(3):836-851

Preschool boys identified by their parents and/or teachers as active, inattentive, and impulsive ( N = 69) at age 4 were compared with boys without problem ( N = 43) on observational measures of symptm-related behaviors, obtained across context (home, laboratory, and preschool). Problem boys differed from comparison boys on measures of activity/inattention, noncompliance, and impulsivity obtained in the 3 settings. At a 2-year follow-up, when they were 6 years old, problem boys continued to differ from comparison boys on laboratory measures of activity and impulsivity; there also was some stability in these symptomatic behaviors. Implications of these findings for the emergence and persistence of externalizing problems in preschool boys are addressed.  相似文献   

Does Temperament Underlie Infant Novel Food Responses?: Continuity of Approach–Withdrawal From 6 to 18 Months          下载免费PDF全文

Kameron J. Moding  Cynthia A. Stifter 《Child development》2018,89(4):e444-e458

This study investigated whether temperamental approach–withdrawal underlies infants' responses to novel foods. Data were drawn from a longitudinal study of mother–infant dyads (n = 136). Approach–withdrawal responses to novel foods and novel toys were coded when infants were 6 and 12 months of age. When infants were 18 months of age, approach–withdrawal behaviors, positive affect, and negative affect were used in a latent profile analysis to identify groups of toddlers who exhibited similar responses to novelty. As predicted, novel food and novel toy responses were concurrently associated at 12 months and followed a similar developmental pattern across the 1st year. Furthermore, novel food acceptance at 12 months of age, but not 6 months, predicted greater toddler approach.  相似文献   

Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment     

Cynthia K. Buettner  Lieny Jeon  Eunhye Hur  Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039

Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment.  相似文献   

Maze-arm length affects a choice criterion in the radial-arm maze     

Michael F. Brown  Cynthia K. Huggins 《Learning & behavior》1993,21(1):68-72

Male rats were tested in a 12-arm radial maze with 6 arms that were standard in length and 6 arms that were half the standard length. As previously reported by Brown (1990), revisits to short arms were more likely than revisits to long arms. Two explanations of this effect of mazearm length on choice accuracy were experimentally contrasted. The first attributes the effect to diminished discriminability of visited and unvisited arms when the arms are short. The second attributes the effect to a relatively lax choice criterion being applied to short arms. An analysis of the microstructure of choices, applying the logic of signal detection theory, provided evidence for the latter explanation.  相似文献   

Using three-dimensional models to teach molecular structures in high school chemistry     

Cynthia E Copolo  Paul B. Hounshell 《Journal of Science Education and Technology》1995,4(4):295-305

The purpose of this study was to compare the effects of using two- and three-dimensional model representations of molecular structures on student learning of organic chemical structures. Organic structures were taught to high school students using one of four methods of molecular representation: (1) two-dimensional textbook representations, (2) three-dimensional computer models, (3) three-dimensional ball and stick models, and (4) combination of the computer molecular models and the ball and stick models. The computer software used in this study wasMolecular Editor. Students in the combination group of using both computer and ball and stick models scored significantly higher on the retention test of isomeric identification compared to the other groups. Molecules were represented in this test in the same mode as the instructional representation. However, on a similar two-dimensional post-instructional test of isomeric identification, this group had a significantly lower mean than the other groups; the two-dimensional group had the highest mean. This difference was not observed with the two-dimensional retention test of isomeric identification. When given a two-dimensional test of isomeric construction, no significant difference was found among the group means with either the posttest or the retention test.  相似文献