Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis     

Melissa Evans-Andris  Diane W. Kyle  Ann E. Larson  Harrie Buecker  W. Blake Haselton  Penny Howell 《Peabody Journal of Education》2014,89(4):466-481

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What's on TV? The Impact of Brand Image and Celebrity Credibility on Television Consumption from an Ingredient Branding Perspective     

Bettina Lis  Martin Post 《媒体管理杂志》2013,15(4):229-244

Today's multichannel, multimedia marketing environment presents a new layer of challenges. New demands from potential television viewers translate directly into the need of the creation and development of effective marketing strategies for the television (TV) market. This study proposes and validates a research model that analyzes an individual's TV show consumption by testing the impact of brand image and celebrity credibility. Based on the theoretical discussion, hypotheses were derived and tested with structural equation modeling on a basis of 306 consumers. Generally, the article provides evidence that brand image is the driving force in the explanation of a viewer's motivation to consume specific television content.  相似文献   

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students     

Jonathan Osborne  Shirley Simon  Andri Christodoulou  Christina Howell‐Richardson  Katherine Richardson 《科学教学研究杂志》2013,50(3):315-347

This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013  相似文献   

Social Justice in Teacher Education: A Qualitative Content Analysis of NCATE Conceptual Frameworks     

Katherine M. Kapustka  Penny Howell  Christine D. Clayton  Shelley Thomas 《Equity & Excellence in Education》2013,46(4):489-505

A review of theoretical or conceptual writing on teacher education reveals numerous examples of the term “social justice” in discussions of preservice preparation. Despite this widespread use, little research documents if and how teacher education programs utilize the concept in their programs. This study examines how institutions that included “social justice” within their NCATE accreditation documents used the term in their articulation of program practices, goals, and values. Based on an extensive qualitative content analysis of NCATE conceptual frameworks, the authors assert that the social justice reform agenda is only weakly represented in accreditation artifacts and that there is little consensus on the enactment of social justice in teacher education, even among those programs that invoke the terminology.  相似文献   

Factors discriminating among profiles of resilience and psychopathology in children exposed to intimate partner violence (IPV)     

Sandra A. Graham-Bermann  Gabrielle Gruber  Kathryn H. Howell  Laura Girz 《Child abuse & neglect》2009,33(9):648-660

ObjectiveTo evaluate the social and emotional adjustment of 219 children in families with varying levels of intimate partner violence (IPV) using a model of risk and protection. To explore factors that differentiate children with poor adjustment from those with resilience.MethodologyMothers who experienced IPV in the past year and their children ages 6–12 were interviewed. Standardized measures assessed family violence, parenting, family functioning, maternal mental health, and children's adjustment and beliefs.ResultsUsing cluster analysis, all cases with valid data on the Child Behavior Checklist, Child Depression Inventory, General Self-Worth and Social Self-Competence measures were described by four profiles of children's adjustment: Severe Adjustment Problems (24%); children who were Struggling (45%); those with Depression Only (11%); and Resilient (20%) with high competence and low adjustment problems. Multinomial logistic regression analyses showed children in the Severe Problems cluster witnessed more family violence and had mothers higher in depression and trauma symptoms than other children. Resilient and Struggling children had mothers with better parenting, more family strengths and no past violent partner. Parents of children with Severe Problems were lacking these attributes. The Depressed profile children witnessed less violence but had greater fears and worries about mother's safety.ConclusionFactors related to the child, to the mother and to the family distinguish different profiles of adjustment for children exposed to IPV who are living in the community. Resilient children have less violence exposure, fewer fears and worries, and mothers with better mental health and parenting skills, suggesting avenues for intervention with this population.Practice implicationsFindings suggest that child adjustment is largely influenced by parent functioning. Thus, services should be targeted at both the child and the parent. Clinical interventions shaped to the unique needs of the child might also be tested with this population.  相似文献   

Using Rituals and Traditions to Create Classroom Community for Children, Teachers, and Parents     

Patricia Scully  Jacqueline Howell 《Early Childhood Education Journal》2008,36(3):261-266

This article addresses the value of teachers establishing rituals and traditions in early childhood classrooms. Using the lens of a particular preschool classroom, where one of the co-authors taught for many years, the article describes specific traditions that have been established over the years and how these rituals, activities, and events helped to create community among the teachers, parents, and children. The article concludes with questions designed to encourage teachers to reflect on their own memories, values, and interests to create their own rituals and traditions within their classrooms.  相似文献   

Handbook of intercultural training. Volumes I,II, III: Dan Landis and Richard W. Brislin (Editors) New York: Pergamon Press 1983, 951 pp., $100.00 (hardcover)     

Jacqueline Howell Wasilewski 《Int J Intercult Relat》1984,8(1):101-109

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Cross-Institutional Collaboration: (Co)Constructing Knowledge About Teaching and Learning in the Middle-Level Classroom     

Penny B. Howell  Margaret Rintamaa  Shawn Faulkner  Mike DiCicco 《The Teacher Educator》2019,54(2):91-104

Utilizing technology to connect three geographically separate institutions within the same state and drawing on Bhabba, and Zeichner’s notions of third space, four teacher educators developed an opportunity for the middle-level teacher candidates from each university to simultaneously observe a live classroom teaching event virtually while participating in a backchannel conversation about the lesson. Upon completion of the live teaching event, candidates engaged in a debriefing session with the classroom teacher. This promising practice allowed candidates to discuss a lesson from multiple perspectives, broadening their views of teaching and learning at the middle level and enabling middle-level teacher educators an opportunity to scaffold (co)construction of knowledge about young adolescents and effective classroom practices.  相似文献   

Perinatal experiences: the association of stress, childbearing, breastfeeding, and early mothering     

Humenick SS  Howell OS 《The Journal of perinatal education》2003,12(3):16-41

The support of women and their families through childbirth, breastfeeding, and early parenting experiences are often treated as separate areas of maternity care. In fact, growing evidence, as cited in this article, links their intertwined impact on the health of mothers, infants, and their families.  相似文献   

Mapping the literature of health care management: an update     

Amber T. Burtis  Susan M. Howell  Mary K. Taylor 《Journal of the Medical Library Association》2021,109(3):464

Objective:This study aims to identify the core journals cited in the health care management literature and to determine their coverage in the foremost bibliographic databases used by the discipline.Methods:Using the methodology outlined by the Medical Library Association''s Nursing and Allied Health Resource Section (NAHRS) protocol for “Mapping the Literature of Nursing and Allied Health Professions,” this study updates an earlier study published in 2007. Cited references from articles published in a three-year range (2016–2018) were collected from five health care management journals. Using Bradford''s Law of Scattering, cited journal titles were tabulated and ranked according to the number of times cited. Eleven databases were used to determine coverage of the most highly cited journal titles for all source journals, as well as for a subset of practitioner-oriented journals.Results:The most highly cited sources were journals, followed by government documents, Internet resources, books, and miscellaneous resources. The databases with the most complete coverage of Zone 1 and 2 were Scopus, Web of Science Core Collection, and PubMed, while the worst performing databases were Health Business Elite, ABI/Inform, and Business Source Complete.Conclusions:The literature of health care management has expanded rapidly in the last decade, with cumulative citations increasing by 76.6% and the number of cited journal titles increasing by nearly 70% since the original study. Coverage of the core journals in popular databases remains high, although specialized health care management and business databases did not perform as well as general or biomedical databases.  相似文献