TIPs for technology integration     

Susan Mandell  Dennis H. Sorge  James D. Russell 《TechTrends》2002,46(5):39-43

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Education of teachers     

Hazel Grubb Davis  Anne Davis  Margaret Polhill  Betty Miles  Dennis Hamley  Lesley Harrington  Feenie Ziner  R C Barnes  Mary Croxson  Marilyn Apseloff  Terry Jones  Tony Watkins 《Children‘s Literature in Education》1974,5(2):52-67

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LGBTQIA+ youth as multicultural educators     

Barbara Dennis  Suraj Uttamchandani  Spencer Biery  Aubrie Blauvelt 《Ethnography and Education》2019,14(3):360-376

ABSTRACT

Multicultural education generally takes place as culturally competent adults prepare other adults to work with a variety of student youth. In this paper, we present an alternative that disrupts the pattern of adults teaching about youth. Our alternative has youth educating adults in ways that centre youth’s experiences and insights with schooling. We discuss the educative efforts of Chroma, a youth community for LGBTQIA+ and allied youth aged 12–20. First, we tell the story of Chroma’s educative efforts. Then, we discuss our methodology. Next, we discuss three key sets of insights about their educative efforts – anchoring expertise, meeting adult learners halfway, and barriers to learning. We raise questions inspired by these findings. At last, we conclude with a deconstruction of the adult–youth binary in multicultural education and ethnographic research.  相似文献   

Myths of monoculturalism: narratively claiming the other     

Barbara Dennis 《International journal of qualitative studies in education》2016,29(9):1069-1085

This paper reports on monocultural education narratives associated with marginalizing newcomer English-as-a-New-Language learners and their families. These narratives emerged through a three-year long critical ethnography in the schools of a Midwest town (Unityville). The collective, social stories emerged as ‘story seeds’ through interviews and positioned the storytellers as knowledgeable in relation to the newcomer others. The stories reproduced monocultural myths about the school itself and privileged the storytellers and those with whom they identified. The primary analytic tool was reconstructive horizon analysis through which four main stories were articulated. All of them involved a myth of monoculturalism: ‘When my grandfather came here …,’ ‘Latinos are the new blacks,’ ‘Sink or swim,’ and ‘Go home.’ The Self/Other relations of the monocultural myths will be articulated and the way the collective stories structure those relations will be examined.  相似文献   

Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation     

Dennis M. McInerney  Jinnat Ali 《教育心理学》2006,26(6):717-734

This study examines the multidimensional and hierarchical structure of achievement goal orientation measured by the Inventory of School Motivation. The instrument consists of eight different scales with 43 survey items (ranging from three to seven items each). Each scale reflects one of eight specific dimensions: task, effort, competition, social power, affiliation, social concern, praise, and token. The study also examines the ability of these eight first‐order factors to define four general second‐order factors—mastery, performance, social factors, and extrinsic factors—as well as one third‐order factor, general motivation. Participants came from seven different cultural groups in high schools in Australia (n = 4,787), Hong Kong (n = 697), the United States (n = 2,660), and Africa (n = 819). Nested confirmatory factor analyses support a multidimensional, hierarchical school motivation construct. The model was invariant across cultural groups. The findings provide a strong theoretical structure and tool for further school motivation research.  相似文献   

WHAT COUNTS AS TEACHING?     

Dennis Fox 《Assessment & Evaluation in Higher Education》1984,9(2):133-143

AID — the acronym stands for Assessment for Instructional Development — is a behaviourally referenced class questionnaire developed by the author from a data base drawn from 12 institutions of HE (Polytechnics and Universities). It is intended to help the user locate

• objectives in their own progress towards which his students report they lack confidence

• teaching behaviours that seem to bear on these objectives

• changes of teaching strategy that may therefore help the students

AID is focussed on the individual class and subject discipline — it is not suitable for ‘accountability’ uses.

The paper describes the rationale for choosing a behaviourally referenced system (focussed on what teachers and students do or feel, and how often) rather than a ‘satisfaction scale’ (focussed on ‘do my students like me?'), and the way AID was developed from earlier, mainly North American behaviourally referenced systems, such as IDEA. Crucial changes in research methodology are explained and justified. The characteristics and capabilities of the developed system are then outlined, and how to use it is explained. Finally, illustrations are given of three typical uses of the system — a comparison of three elements in a part‐time course for use by the course team in a course review, and two analyses of particular teaching programmes for individual lecturers.  相似文献   

Young primary students making sense of text and illustrations about how refuse can become soil     

Lisbeth Åberg-Bengtsson  Dennis Beach  Agneta Ljung-Djärf 《Environmental Education Research》2017,23(8):1150-1168

Explanatory pictures and models are frequently used in teaching and learning situations. However, it seems to be simply assumed that they are always beneficial. In this article results from an investigation with 16 Swedish pupils aged 7–9 year are presented based on an analysis that has examined how well this assumption holds up. Concepts from multi-modal theory have been used to investigate how young learners deal with illustrations and text from an early reader booklet about composting domestic refuse. The analysis suggests that expectations that illustrations facilitate the meaning-making of young pupils may be exaggerated. Although the booklet claimed to provide interactive support between image and text most of the examples show pupils ignoring pictures or misinterpreting vital information about composting in both the verbal and non-verbal material. The illustrations did not compensate for the most crucial deficiencies in the written text.  相似文献   

Adding a Timing Light to the “Tool Box”     

Stephen L. DesJardins  Brian P. McCall  Dennis A. Ahlburg  Melinda J. Moye 《Research in higher education》2002,43(1):83-114

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Student perception of instructors: the effect of age,gender and political leaning     

Dennis E. Clayson 《Assessment & Evaluation in Higher Education》2020,45(4):607-616

Abstract

Students were asked to rank instructors, who differed by age, gender and political leaning, by their expected helpfulness, and how much a student expected to learn. Students selected older instructors as those from whom they would learn the most, but chose young instructors as the most helpful. Overall, male instructors were preferred over female instructors, especially when emphasis was placed on learning. The political leaning of the instructor was a discriminating factor in humanities classes, with liberal instructors preferred over conservatives. The preferred age, gender and political leaning patterns were distinctly different for instructors who were helpful, and from those from whom students thought they would learn the most, indicating a dichotomy between perceived helpfulness and learning. The stereotypic images of instructors did not differ significantly by the students’ own gender and academic major, except for male students ranking conservative instructors higher than females. Students do have stereotypical images of instructors based on the instructor’s age, gender and political leaning.  相似文献   

A Longitudinal Analysis of the Frequency of Part-Time Enrollment and the Persistence of Students Who Enroll Part Time   总被引：2，自引：0，他引：2  

O'Toole  Dennis M.  Stratton  Leslie S.  Wetzel  James N. 《Research in higher education》2003,44(5):519-537

Longitudinal data from the 1990/94 Beginning Post-Secondary Survey is used to evaluate the frequency of part-time enrollment and the persistence of students who ever enroll part time. We find that part-time enrollment is twice as common as cross-sectional estimates indicate, with between 40% 50% of the student population attending part time during at least one nonsummer term within 5 years of their initial enrollment. In total, between 52% 62% of the sample either stops out for a term or enrolls part time. The persistence of this nonstereotypical population is surprisingly high, with between 40% 60% still enrolled or graduated within a 5-year period. By comparison, 60% of those who always attend full time and never stop-out persist. These figures suggest that policymakers should direct more attention to those enrolled part time.  相似文献