Using video clubs to develop teachers’ thinking and practice in oral feedback and dialogic teaching     

Thomas Perry  Peter Davies  Josephine Brady 《Cambridge Journal of Education》2020,50(5):615-637

ABSTRACT

The authors report outcomes of an evaluation of a ‘video club’ intervention to improve the feedback and dialogic teaching practice of 91 teachers from 11 primary schools in England. Participating teachers worked collaboratively in a sequence of six video clubs over a six-month period. To understand teacher engagement they examine videos of video club meetings; online platform use metrics; surveys; selected videos of classroom practice; focus groups; and interviews. They evaluate change in teachers’ thinking and practice using survey results for participants compared to a comparison group of non-participating teachers at the intervention schools. The survey includes a new instrument for gathering evidence of teachers’ thinking and practice in feedback. The results suggested changes in thinking and practice for teachers who self-reported as engaging highly with the intervention. They conclude by discussing the potential of video technology within professional development and the challenges of researching changes in thinking and practice.  相似文献   

The Si Huan Playgroup: an initiative to provide non-formal early childhood education experiences to children of migrants in Beijing     

Berenice Nyland  Chris Nyland  Yang Gao  Josephine Ng  Xiaodong Zeng 《Asia Pacific Journal of Education》2016,36(3):319-331

This paper is about an experiment in non-formal early childhood education for migrant children in Beijing. The Si Huan Playgroup was set up by a group of volunteers in 2004 and is built on ideas of early childhood pedagogy, equity, life-long learning and non-formal education. Non-formal education has implications for policy makers as this is a model that has the potential to build capacity in disadvantaged communities and provide educational experiences for preschool children. The model, as envisaged by the participants of the Si Huan Playgroup, is a provider of preschool education, operates on a volunteer basis that aims to be an educational experience for both the volunteer parents and the children. The playgroup operates alongside existing preschools in the formal education sector. Policy makers in Beijing can see tensions around the growth of a sector that is developing outside regulatory and legislative guidelines. The Si Huan playgroup has been closed down by the authorities a number of times. In this paper we outline the history and growth of the Si Huan Playgroup, explore the theoretical underpinnings of non-formal education and discuss the problems inherent in such an initiative, as well as commenting on the sustainability of such a model.  相似文献   

The Prediction of Antisocial Behavior from Avoidant Attachment Classifications   总被引：2，自引：0，他引：2  

Beverly I. Fagot  Kate Kavanagh 《Child development》1990,61(3):864-873

109 Children were classified using the Ainsworth Strange Situation at 18 months. 81 children who were unequivocally classified as insecure/avoidant (A1, A2) or securely attached (B1, B2, B3) were used in this study. The children's parents reported on occurrences of problem behaviors at 24 months, 27 months, 30 months, and 48 months using several methods. The children were observed at 18 and 30 months in their homes with their families and in toddler playgroups during the same period. The only significant effect for attachment classification was that teachers and observers of the playgroups rated girls classified as insecure/avoidant as more difficult to deal with and as having more difficulty with peers than girls rated as securely attached.  相似文献   

Building the mentoring relationship: humanism and the importance of storytelling between mentor and mentee     

Joshua Cruz  Maria H. Goff  Josephine P. Marsh 《Mentoring & Tutoring: Partnership in Learning》2020,28(2):104-125

ABSTRACT

In this paper, we describe a mentoring program designed to help prepare high school seniors at Arizona State University Preparatory Academy for postsecondary education. Specifically, we address the usefulness of ‘humanistic mentoring,’ a form of mentoring that stresses the importance of reciprocity, mutuality, and empathy in the mentor/mentee relationship. We further describe how sharing stories was useful in developing such humanistic relationships. Based on etic-thematic coding of interviews from 13 of the mentees, a humanistic lens for mentoring and sharing personal stories is productive for both developing relationships and passing on knowledge.  相似文献   

Review of "The Living Library: An Intellectual Ecosystem," by Patricia Steele,David Cronrath,Sandra Parsons Vicchio,and Nancy Fried Foster     

Josephine McRobbie 《资料收集管理》2013,38(1):45-46

This study was conducted in order to establish an objective basis for managerial decisions relating to the preservation of library books. The investigation was concerned with the operational issues underlying such decisions, focusing specifically upon the problem of accurately and efficiently assessing books in terms of their present physical condition and past utility. Its objectives were: (a) to determine if date of publication and/or measures of library use (i.e., frequency of circulation and date of last circulation) constitute reliable indices of a book's current physical condition; (b) to determine if the frequency with which a book has been circulated tends to correspond with its date of last circulation; and (c) to devise a systematic approach to the preservation of library books based upon the results of the inquiries (a) and (b).  相似文献   

Medical informatics in the curriculum: development and delivery of an online elective     

Burnette MH  De Groote SL  Dorsch JL 《Journal of the Medical Library Association : JMLA》2012,100(1):61-63

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Carnival in the global village: Re-imagining information infrastructures     

Donncha Kavanagh  Gianluca Miscione 《The Information Society》2013,29(5):299-313

Abstract

Infrastructures are typically seen as boring and serious, and are routinely depicted using metaphors from transportation. We argue that the carnival is a fruitful metaphor for understanding emerging information infrastructures, as the information age is also the age of the carnival. We distinguish between the ubiquitous or distal carnival and its particular manifestations – the proximate carnival – both of which are characterized by play, anarchy, dissimulation, vulgar language, and excessive consumption. The article focuses on Bitcoin, which we see as a nascent information infrastructure and an exemplary instance of a proximate carnival. It also considers how the carnival metaphor might help us reimagine our study of the information age.  相似文献   

The influence of 2 weeks of low-volume high-intensity interval training on health outcomes in adolescent boys     

Alan R. Barker  Josephine Day  Aaron Smith  Bert Bond  Craig A. Williams 《Journal of sports sciences》2013,31(8):757-765

Abstract

The present study aimed to establish whether 2 weeks of high-intensity interval training would have a beneficial effect on aerobic fitness, fat oxidation, blood pressure and body mass index (BMI) in healthy adolescent boys. Ten adolescent boys (15.1 ± 0.3 years, 1.3 ± 0.2 years post-estimated peak height velocity) completed six sessions of Wingate-style high-intensity interval training over a 2-week period. The first session consisted of four sprints with training progressed to seven sprints in the final session. High-intensity interval training had a beneficial effect on maximal O₂ uptake (mean change, ±90% confidence intervals: 0.19 L · min^?1, ±0.19, respectively), on the O₂ uptake at the gas exchange threshold (0.09 L · min^?1, ±0.13) and on the O₂ cost of sub-maximal exercise (–0.04 L · min^?1, ±0.04). A beneficial effect on the contribution of lipid (0.06 g · min^?1, ±0.06) and carbohydrate (–0.23 g · min^?1, ±0.14) oxidation was observed during sub-maximal exercise, but not for the maximal rate of fat oxidation (0.04 g · min^?1, ±0.08). Systolic blood pressure (1 mmHg, ±4) and BMI (0.1 kg · m², ±0.1) were not altered following training. These data demonstrate that meaningful changes in health outcomes are possible in healthy adolescent boys after just six sessions of high-intensity interval training over a 2-week period.  相似文献   

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses     

Josephine A. Gasiewski  M. Kevin Eagan  Gina A. Garcia  Sylvia Hurtado  Mitchell J. Chang 《Research in higher education》2012,53(2):229-261

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.  相似文献   

A longitudinal assessment of adolescent student-athletes’ school performance     

Josephine Wartenberg Diploma  Dr. Thomas Borchert  Dr. Ralf Brand 《Sportwissenschaft》2014,44(2):78-85

In Germany, extraordinarily talented student-athletes are offered the special school setting of elite schools of sport (ESSs). These schools seek to optimally adjust the daily affordances of athletic high-performance training with those of regular school education. The aim of the present analysis was to empirically explore whether elite student-athletes’ school grades develop differently than those of fellow students who dropped out of the ESS’s athletic program. One cohort of student-athletes (N?=?260) was tracked from the moment of their enrollment in the ESS until the end of lower secondary school (from school level 7 to 10). Multilevel modeling was used to analyze this longitudinal dataset. Elite student-athletes who manage to still meet their school’s athletic standards after class level 10 (n?=?158) came to their ESSs with better school grades in mathematics and German from primary school than program dropouts (n?=?102). Additional comparisons show that after class level 10, all ESS students’ school grades in mathematics and German were not significantly different from the federal state’s general average at schools without high-performance sport programs. Findings are interpreted against the background of the hypothesis that the system of high-performance sports tends to produce an instance of total commitment and that educational disadvantages for ESS student-athletes could follow as a consequence.  相似文献