Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education     

Elizabeth Shaunessy  Patricia Alvarez McHatton 《The Urban Review》2009,41(5):486-503

Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive feedback was reported by all students in special education as well as males in general and honors education programs, while Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes and feelings about teachers, the educational system, and learning.  相似文献   

Theoretical foundations for enhancing social connectedness in online learning environments   总被引：2，自引：0，他引：2  

Patricia J. Slagter van Tryon  M.J. Bishop 《Distance Education》2009,30(3):291-315

Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments.  相似文献   

Screening for Asperger syndrome in school‐age children: issues and instruments     

Colin Reilly  Audrey Campbell  Patricia Keran 《Educational Psychology in Practice》2009,25(1):37-52

Many children with Asperger syndrome are not identified prior to school entry, and difficulties associated with the condition may only become evident when a child enters school. Failure to identify children with the syndrome may lead to increased risk for psychopathology, and lack of understanding of the reasons for social and communicative impairments, and the display of atypical behaviours. Therefore, there is a great need for effective screening instruments to be used with at risk children. This article reviews a number of screening instruments for Asperger syndrome and higher functioning autism spectrum disorders, and highlights the need for surveillance for the conditions among professionals who work in educational settings.  相似文献   

Stem Cells and Society: An Undergraduate Course Exploring the Intersections among Science, Religion, and Law     

Chris Pierret  Patricia Friedrichsen 《CBE life sciences education》2009,8(1):79-87

The intersection of science and our society has led to legal and ethical issues in which we all play a part. To support development of scientific literacy, college science courses need to engage students in difficult dialogues around ethical issues. We describe a new course, Stem Cells and Society, in which students explore the basic biology of stem cell research and the controversy surrounding it. As part of the course, we highlight the nature of science, looking at the methods and norms within the scientific community. To gain a perspective on the current stem cell controversy, we examine the public debates in the 1970s surrounding in vitro fertilization, the stem cell initiative in Missouri, and the personal and religious viewpoints that have emerged relative to the stem cell debate. In the Stem Cells and Society course, students are challenged to develop and clarify their own personal positions concerning embryonic stem cell research. These positions are grounded in science, religion or personal philosophy, and law.  相似文献   

Teachers' perceptions of teacher and librarian collaboration: Instrumentation development and validation   总被引：1，自引：0，他引：1  

Patricia Montiel-Overall   《Library & information science research》2009,31(3):182-191

Teacher and librarian collaboration is recommended in professional library and information science guidelines for school librarians. The guidelines suggest that when school librarians become an integral part of instruction, student learning improves. A proposed model of teacher and librarian collaboration identifies four facets of collaborative practices that are involved in teacher and librarian collaboration. The teacher and librarian collaboration model suggests that high level collaborative endeavors are most likely to have an effect on student learning. Exploratory factor analysis procedures were used to examine the structure of the Teacher and Librarian Collaboration (TLC-II) survey, an instrument developed using previously described collaborative endeavors between teachers and librarians. The analysis used responses from a sample of teachers from two school districts in the United States. Exploratory factor analysis was carried out on teacher scores (N = 194) for each of two sets of 16 questions regarding frequency of collaborative endeavors and importance to student learning. Cronbach's alpha was used to determine internal consistency reliability of the survey. Four factors emerged: Integrated Instruction, Integrated Curriculum, Coordination, and traditional cooperative roles between teacher and librarian. The factorial validity needs to be assessed with confirmatory factor analysis.  相似文献   

Deriving and measuring group knowledge structure from essays: The effects of anaphoric reference     

Roy B. Clariana  Patricia E. Wallace  Veronica M. Godshalk 《Educational technology research and development : ETR & D》2009,57(6):725-737

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Action learning in ActionAid Nepal: a case study     

Patricia Lustig  Deep Ranjani Rai 《Action Learning: Research and Practice》2009,6(2):165-169

This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.  相似文献   

Protest Reconsidered: Identifying Democratic and Civic Engagement Learning Outcomes     

J. Patrick Biddix  Patricia A. Somers  Joseph L. Polman 《Innovative Higher Education》2009,34(3):133-147

Using a case study approach, the authors examine the democratic and civic engagement learning outcomes of a campus protest. The conceptual framework is built on the ideas outlined in Learning Reconsidered (Keeling 2004) and modeled in its pragmatic follow-up, Learning Reconsidered 2 (Keeling 2006). Results suggest student and campus administrator actions during a campus protest support democratic aims, student development, and digital age democracy. Recommendations for campus educators are included. This study extends previous discussion on activism’s journey from detrimental to developmental (Astin 1999; Chambers & Phelps 1993; Hamrick 1998; Hunter 1988) by mapping the learning environment through the interaction of protestor and university and by incorporating new forms of activism. J. Patrick Biddix  received his Ph.D. in Educational Leadership and Policy Studies with specialization in Higher Education from the University of Missouri–St. Louis. He is currently Assistant Professor of Higher Education and Research Methodology in the Department of Curriculum, Leadership, and Technology at Valdosta State University. His primary research interests include college student uses of technology outside the classroom, career pathways in student affairs, and research methodology. Patricia A. Somers  received her Ph.D. in Educational Administration with specialization in Higher Education from the University of New Orleans. She is currently an Associate Professor of Higher Education at the University of Texas at Austin. Her primary research interests include college access, student persistence, student development theory, and two-year colleges. Joseph L. Polman  received his Ph.D. in Learning Sciences from Northwestern University. He is currently an Associate Professor of Educational Technology in the Division of Teaching and Learning at the University of Missouri–St. Louis. His primary research interests include inquiry-based learning involving computers and the Internet as tools, viewed from a sociocultural perspective.  相似文献   

Uday Shankar and the Dartington Hall Trust: patronage,imperialism and the Indian dean of dance     

Patricia Vertinsky  Aishwarya Ramachandran 《Sport in History》2018,38(3):289-306

When George Bernard Shaw called Dartington Hall ‘a Salon in the Countryside’, it was a paean to its wealthy owners and their ‘utopian’ plans to establish a place of experiment and innovation in the Devonshire countryside in the 1920s. The Elmhirsts prioritised dance from the beginning, lavishing considerable resources upon its development, such that when Oriental dancer Uday Shankar was introduced to Dartington in 1934 he found willing benefactors to support his desired centre for dance in India. Artists are seldom born with silver spoons in their mouths, but even if so fortunate, they sometimes take pleasure in inviting troubles throughout their lives. Shankar’s dance centre foundered within four years, mired in his financial mismanagement and artistic disagreements in the face of wide-ranging political turmoil in India. This article explores how the motives of Uday Shankar’s patrons, at a time of heightened anti-colonial sentiment in India and a rapidly changing cultural and artistic landscape, ranged from artistic to educational, from political to personal. And while his patrons long sustained Shankar, their support was ultimately contingent on their view of the educational potential of his work rather than his desire to forge a renaissance in Indian dance culture.  相似文献   

Priming Effects of Late-Night Comedy     

Moy  Patricia; Xenos  Michael A.; Hess  Verena K. 《Int. Journal of Public Opinion Research》2006,18(2):198-210

Having become fully integrated into the contemporary politicallandscape, infotainment-oriented media extend Americans’traditional news (e.g. newspaper, radio, and television) toinclude a greater number of sources for political information,and in some cases, political mobilization. Given the increasingprominence of infotainment-oriented media in contemporary politics,this study addresses the effects of one particular type of infotainment—late-nightcomedy—during the 2000 presidential campaign. Specifically,we are interested in whether watching late-night comedy showsinfluences viewers’ evaluations of the candidates whohave appeared on these shows; in particular, we investigatepriming as the mechanism by which such influences occur. Findingsfrom the 2000 National Annenberg Election Survey (N = 11,482)indicate that evaluations of candidates are based in part onrespondents’ sociodemographics, perceptions of candidatesto handle certain issues, and their character traits. Therewas a main effect of watching late-night comedy on evaluationsof candidates; more importantly, viewers were more likely thannonviewers to base their evaluations of George W. Bush on charactertraits after he appeared on The Late Show with David Letterman.  相似文献