The Gap Between Influence and Efficacy: College Readiness Training,Urban School Counselors,and the Promotion of Equity     

Mandy Savitz‐Romer 《Counselor Education & Supervision》2012,51(2):98-111

This phenomenological study presents 11 urban school counselors’ perceptions of their graduate education in school counseling in relation to their engagement in college readiness counseling with low‐income, 1st‐generation college‐bound students. Findings from 2 rounds of interviews suggest that intentional strategies to integrate postsecondary readiness and planning into counselor education curricula is necessary to efficiently prepare school counselors to promote college access and success for at‐risk youth, thereby reducing the inequities that currently exist in postsecondary degree attainment.  相似文献   

Elementary Teacher’s Conceptions of Inquiry Teaching: Messages for Teacher Development     

Joseph E. Ireland  James J. Watters  Jo Brownlee  Mandy Lupton 《Journal of Science Teacher Education》2012,23(2):159-175

This study explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers’ pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers’ conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.  相似文献   

Commentary     

Berkley Hudson 《Visual Communication Quarterly》2014,21(2)

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VCQ&A with Kim Komenich     

Berkley Hudson 《Visual Communication Quarterly》2014,21(3):174-177

Kim Komenich, 58, has worked as a photographer since he was a kid. He has traveled the world, making pictures—from Iraq to Vietnam, El Salvador, and the Philippines. He won the Pulitzer Prize for Spot News Photography in 1987. Now he is an assistant professor for multimedia at San Jose State University, his undergraduate alma mater.  相似文献   

Feedback consistencies and inconsistencies: eight mentors’ observations on one preservice teacher’s lesson     

Peter Hudson 《欧洲师范教育杂志》2014,37(1):63-73

Mentors play a key role in developing preservice teachers for their chosen careers, and providing feedback appears as a significant relational interaction between the mentor and mentee that assists in guiding the mentee’s practices. But what are mentors’ perspectives on providing feedback to their mentees? In this case study, eight mentors viewed a professional video-recorded science lesson facilitated by a final-year preservice teacher during practicum for the purposes of providing oral feedback in a simulated mentor–mentee discussion. Findings showed that mentors’ feedback was variable in both their positive feedback and constructive criticisms and, in one case, the feedback was contrasting in nature. Implications are discussed, including preservice teachers receiving feedback from more than one mentor and universities researching the design of valid and reliable tools to guide mentors’ oral feedback  相似文献   

History of Communication Technology     

Marco Nese  Francesco Nicotra  Charles A. Pleasance  Aaron Foisi Nmungwun  Heather E. Hudson 《Communication Booknotes Quarterly》2013,44(2):48-49

Antonio Meucci 1808–1889 by Marco Nese and Francesco Nicotra (Italy/Italy Magazine, 150 Fifth Ave., New York, NY 10011—price not given, ISBN not provided)

The Spirit of Independent Telephony by Charles A. Pleasance (Independent Telephone Books, PO Box 321, Johnson City, TN 37601—$29.50, ISBN 0-9622205-0-7)

Video Recording Technology: Its Impact on Media and Home Entertainment by Aaron Foisi Nmungwun (Hillsdale, NJ: Lawrence Erlbaum Associates, 1989—$49.95/$24.95, ISBN 0-0858-0360-2 hard, and 0-8058-0622-9 paper)

Communication Satellites: Their Development and Impact by Heather E. Hudson (New York: Free Press, 1990—$24.95, ISBN 0-02-915320-4)  相似文献   

Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics     

Brian Hudson  Sheila Henderson 《课程研究杂志》2013,45(3):374-398

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.  相似文献   

Rhetoric and poetry   总被引：2，自引：1，他引：1  

Hoyt H. Hudson 《Quarterly Journal of Speech》2013,99(2):143-154

To win in 1972 the Democrats needed a unified rhetoric. Their strategy was to emphasize persona. The breaking news of Senator Eagleton's mental health, coming at a strategic time, created a fantasy that chained through the electorate and presented the McGovern persona as inconsistent, inept, and untrustworthy.  相似文献   

An Outreach Support Group for International Students     

Timothy B. Smith  Li-Chen Chin  Arpana G. Inman  Jennifer Hudson Findling 《Journal of College Counseling》1999,2(2):188-190

International students often face challenges in adjusting to their new environment without the use of local supports such as counseling. This article suggests how universities can form an outreach support group that encourages the participation of international students by minimizing the stigma associated with using mental health services and by addressing relevant practical and emotional issues that international students face.  相似文献   

Capturing the South: Imagining America's Most Documented Region,by Scott L. Matthews; and Where We Find Ourselves: The Photographs of Hugh Mangum, 1897–1922, edited by Margaret Sartor and Alex Harris     

Berkley Hudson  Emmalee Reed 《Visual Communication Quarterly》2019,26(2):123-125

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