Students,Values and Politics: A Cross‐Cultural Comparison     

Donald W. Robinson 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):263-273

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Using Preservice Teachers to Improve Computer Skills of At-Risk Alternative High School Students     

Martin J. Ward  Donald Kester  Kamiar Kouzekanani 《Journal of Education for Students Placed at Risk》2013,18(2):189-200

This research examined the impact of preservice teachers delivering individualized instruction of basic computer skills to at-risk, ethnic minority alternative high school students in an urban school district in South Texas. The alternative high school students' achievement of computer skills, motivation to use computers, and self-efficacy as current and future students was assessed. University preservice teachers taught a keyboard/computer skills curriculum developed specifically for this collaborative teaching and learning project in 10 1-hr-long sessions 2 times a week over a 5-week period. A series of 2 by 2 repeated measures analysis of variance showed achievement gains as measured by a survey instrument within the treatment group. This small, preliminary study supports the use of preservice teachers in the delivery of an individualized, computer-based program of instruction for at-risk students.  相似文献   

The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities     

Laura M. Steacy  Lesly Wade-Woolley  Jay G. Rueckl  Kenneth R. Pugh  James D. Elliott  Donald L. Compton 《Scientific Studies of Reading》2013,17(6):523-532

ABSTRACT

In a quasiregular orthography like English, children inevitably encounter irregular words during reading. Previous research suggests successful reading of an irregular word depends at least partially on a child’s ability to address the mismatch between decoded form and stored word pronunciation, referred to as a child’s set for variability, and the word’s relative transparency, measured here using a spelling to pronunciation transparency rating. Item-level analyses were used to explore the relationship between general child performance on the set for variability mispronunciation task, word specific set for variability (predicting reading of that word), spelling to pronunciation transparency rating, and irregular word reading. Significant predictors included general word reading, general set for variability performance, and item-specific set for variability performance; word frequency and spelling to pronunciation transparency rating; and an interaction between word reading and the transparency rating. Results underscore the importance of considering both general and item-specific factors affecting irregular word reading.  相似文献   

The Impact of Gatekeeper Training for Suicide Prevention on University Resident Assistants     

Deborah J. Taub  Heather L. Servaty‐Seib  Nathan Miles  Ji‐Yeon Lee  Carrie A. Wachter Morris  Susan L. Prieto‐Welch  Donald Werden 《Journal of College Counseling》2013,16(1):64-78

Resident assistants (RAs) can serve as important suicide prevention gatekeepers. The purpose of the study was to determine if training improved RAs’ crisis communications skills and suicide‐related knowledge and to determine if the knowledge elements predicted crisis communications skills. New RAs showed significant improvement in all areas from pretest to posttest, whereas returning RAs showed no significant increase in any of the areas. None of the knowledge areas predicted communications skills for either group.  相似文献   

Critical Democratic Teacher Preparation and the Practice of Council     

Donald S. Blumenfeld‐Jones 《Teaching Education》2013,24(2):45-50

“If democracy is to become a way of life in contemporary North American life, we certainly need to have schools with strong democratic commitments... if we are going to have democratic schools, we need teachers with the knowledge, skills, and attitudes necessary for developing sustained democratic ways of educating... if we are going to seek and sustain democratic teachers, we will also need... democratic teacher educators...” (Novak, 1994, p. ix)  相似文献   

How instructional design experts use knowledge and experience to solve ill‐structured problems     

Peggy A. Ertmer  Donald A. Stepich  Cindy S. York  Ann Stickman  Xuemei Wu  Stacey Zurek  Yuksel Goktas 《Performance Improvement Quarterly》2008,21(1):17-42

This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed.  相似文献   

Shedding Humanity,Shredding the Humanities     

Anthony Esolen 《Academic Questions》2018,31(3):274-280

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Can We Talk? Life under Frankfurt Rules     

J. Scott Kenney  Robert L. Paquette  Elizabeth Corey 《Academic Questions》2018,31(3):258-273

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Reunifying History in the Age of Fracture     

Wilfred M. McClay 《Academic Questions》2018,31(1):48-61

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Confessions of a Skeptical Reviewer     

Michael McDonald 《Academic Questions》2018,31(1):97-100

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