The Need and Use of Process Recording in Policy Practice: A Learning and Assessment Tool for Macro Practice     

Catherine K. Medina 《Journal of Teaching in Social Work》2013,33(1):29-45

This article proposes the use of a structured process recording format for policy practice students, field instructors, and social work faculty as a learning, teaching, and assessment tool. Traditionally, casework and group work have used process recording to facilitate students learning in the field practicum to assess both the process and content of student‐client interactions. Since policy practice is concerned with achieving a preferred course of action to shape policies and interactions affecting large numbers of people, process recordings offer a method to assess tasks, competency skills, and learning needs while examining process and conscious use of self in action.  相似文献   

Societal images of youth: representations and interpretations by youth actively engaged in their communities     

DeAnne K. Hilfinger Messias  Louise B. Jennings  M. Elizabeth Fore  Kerry McLoughlin  Deborah Parra‐Medina 《International journal of qualitative studies in education》2013,26(2):159-178

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Preparing Preservice Teachers for Life in Schools: The Role of Doctoral Education     

K. Andrew R. Richards  Ben D. Kern  Lynn D. Housner  Thomas J. Templin 《Quest (Human Kinetics)》2020,72(3):278-295

ABSTRACT

Physical education teachers face considerable sociopolitical challenges that can impede quality instruction and complicate recruitment into the profession. Physical education teacher education faculty members may not be prepared to address these challenges during their doctoral education. Accordingly, the purpose of the paper was to utilize the lessons learned from occupational socialization research to propose competencies that can be integrated into doctoral education to help future faculty members integrate sociopolitical learning into physical education teacher education. These include: (a) understanding socialization literature and the implications for teacher education, (b) helping doctoral students understand their own prior socialization experiences, (c) recruiting highly qualified preservice teachers, (d) helping preservice teachers question their subjective theories, (e) developing and coordinating field experiences, and (f) preparing preservice teachers for the sociopolitical realities of schools. These competencies align with the proposed addition of a new standard for initial teacher education that addresses sociopolitical learning.  相似文献   

Helping Students Help Themselves: Strategies for Successful Mentoring Relationships     

Linda L. Black  Elisabeth C. Suarez  Sondra Medina 《Counselor Education & Supervision》2004,44(1):44-55

Mentoring has long been heralded as a method of training and socializing the next generation of professional counselors and counselor educators. Yet, there appears to be a disparity between the promotion and the practice of mentoring in counselor education. The authors attempted to reconcile this disparity by suggesting a set of strategies that mentors and apprentices may use as they establish and maintain successful mentoring relationships. Implications for counselors and counselor educators are discussed.  相似文献   

Integrative assessment of Evolutionary theory acceptance and knowledge levels of Biology undergraduate students from a Brazilian university     

Gustavo Medina Tavares  Vera Lucia Bobrowski 《International Journal of Science Education》2018,40(4):442-458

The integrative role that Evolutionary theory plays within Biology is recognised by most scientific authors, as well as in governmental education policies, including Brazilian policies. However, teaching and learning evolution seems problematic in many countries, and Brazil is among those. Many factors may affect teachers’ and students’ perceptions towards evolution, and studies can help to reveal those factors. We used a conceptual questionnaire, the Measure of Acceptance of the Theory of Evolution (MATE) instrument, and a Knowledge test to assess (1) the level of acceptance and understanding of 23 undergraduate Biology students nearing the end of their course, (2) other factors that could affect these levels, including course structure, and (3) the most difficult topics regarding evolutionary biology. The results of this study showed that the students, on average, had a ‘Very High Acceptance’ (89.91) and a ‘Very Low Knowledge’ (59.42%) of Evolutionary theory, and also indicated a moderate positive correlation between the two (r?=?0.66, p?=?.001). The most difficult topics were related to the definition of evolution and dating techniques. We believe that the present study provides evidence for policymakers to reformulate current school and university curricula in order to improve the teachers’ acceptance and understanding of evolution and other biological concepts, consequently, helping students reduce their misconceptions related to evolutionary biology.  相似文献   

Conflict Management in Pre-schoolers: A cross-cultural perspective La Gestion des Conflits chez les Enfants d'Age Pre´scolaire: Une perspective interculturelle Gestio´n de Conflictos en los Preescolares: Una perspectiva inter-cultural     

José A. Sánchez Medina  Virginia Martínez Lozano  Paul P. Goudena 《International Journal of Early Years Education》2001,9(2):153-160

The aim of the present article is to study of role that cultural differences play in peer interactions. We analysed children's behaviour during play, focusing on the conflicts that took place among pre-schoolers during leisure time, comparing the results obtained between children from Andalusia and Holland. We found a tendency for Andalusian children to prioritise the maintenance of the interaction above personal objectives, as well as a more marked interest in the Dutch pre-schoolers in conserving their own point of view before others, regardless of the possibility of disrupting the activity. Our explanation of the results was supported by consideration of peer interactions as peer cultures, which at the time of producing one's own social order reproduce the order of the adult culture in which they are developing. The influence of the collective - individualistic dimension as centre of important differences between the two cultures completes our argument. Le présent article a pour but d'étudier le rôle des différences culturelles dans l'interaction entre enfants du même âge. Nous avons analysé le comportement d'enfants en train de jouer, en nous concentrant sur les conflits qui se produisaient entre enfants d'âge préscolaire pendant leurs loisirs, et en comparant les résultats obtenus pour des enfants d'Andalouise et de Hollande. Nous avons trouvé que les enfants andalous avaient tendance à donner la priorité à la sauvegarde de l'interaction plutôt qu'à leurs objectifs personnels, tandis que les petits hollandais montraient un intérêt plus marqué envers le maintien de leur point de vue par rapport aux autres, sans se préoccuper de la possibilité de perturber l'activité. L'explication des résultats a été appuyée en considérant les interactions d'enfants du même âge au sein de leur groupe, qui, au moment de la production de leur propre ordre social, reproduisent l'ordre de la culture adulte dans laquelle ils se développent. L'influence du collectif - la dimension individualiste en tant que centre de différences importantes entre les deux cultures - complète notre argument. El objectivo del presente artículo es estudiar el papel que las diferencias culturales juegan en Las interacciones entre iguales. Estudiamos el comportamiento de los niños durante el juego centrándonos en los conflictos que tuvieron lugar entre preescolares a la hora del recreo, comparando los resultados obtenidos entre niños de Andalucía y de Holanda. Descubrimos que había una tendencia en los niños andaluces a priorizar el mantenimiento de la interacción por encima de los objetivos personales, así como un interés más marcado en los preescolares holandeses por conservar su propio punto de vista frente a los demás, sin tener en cuenta la posibilidad de trastornar la actividad. La explicación de los resultados apoyó en la consideración de las interacciones entre iguales, como en cursiva, donde los niños, a la vet de producir que en el momento un producir el orden social propio, reproducen el orden de la cultura adulta en la que se desarrollan. La influencia de la dimensión colectivismo-individualismo como ejc de importantes diferencias entre ambas culturas completa nuesta argumentación.  相似文献   

Participants’ views of the use of video in lesson study in higher education in Spain: An exploratory multiple case study     

Gabriel Hervas  José Luis Medina  María Paz Sandín 《Journal of Research on Technology in Education》2020,52(4):461-473

Abstract

Lesson study (LS) is a process through which teachers design, teach and discuss a lesson collaborating with colleagues. Sometimes, it includes video recording the lesson so teachers can use videos to later discuss the lesson and its improvement, however, there is little research addressing the consequences of doing it. This article investigates participants’ perceptions and use of video within LS. Results show that participants perceived video in LS as viable and with potential to stimulate reflection and to improve lessons, but also evince that video affects the outcomes, management and sustainability of LS. We analyze and discuss its potential and the challenges it poses, suggesting ideas for its implementation.  相似文献   

Media as nexus of practice: remaking identities in What Not to Wear   总被引：1，自引：0，他引：1  

Karen E. Wohlwend  Carmen L. Medina 《Discourse: Studies in the Cultural Politics of Education》2012,33(4):545-560

In this conceptual piece, we examine media as a nexus of a traditional schooling pedagogy and performance pedagogy to make visible how their overlapping elements produce media's pervasive educative force but also to gain a deeper understanding of the complexities of using media in educational contexts. Nexus analysis examines a fashion makeover television program – What Not to Wear (WNTW) – as an embodied lesson that produces identity revision but also disjunctures and slippages that enable critical responses and productive remakings. WNTW is a dramatization of remediation of one woman's (portrayed) lived practices and clothing choices which are read on her body as personal expression of fashion trends. These globalized lessons with body texts require new ways of reading and responding that allow learners/viewers to see the power relations that construct particular identity performances as errors and cultural practices and ethnicities as unacceptable.  相似文献   

The student voice in well-being: a case study of participatory action research in positive education     

Amber J. Halliday  Margaret L. Kern  David K. Garrett  Deborah A. Turnbull 《Educational Action Research》2013,21(2):173-196

Positive education blends academic learning and student well-being. Although research and application in positive education is growing, most has involved psychologists and educators applying strategies in schools, with little research that involves student voices in the development and implementation of a school’s positive education strategy. Assumptions are frequently made about what is best for student well-being, with little input from the students themselves. This paper describes a case study of participatory action research (PAR) carried out by students (N = 10) at a publically funded Australian school aiming to implement positive education. PAR is a form of collective inquiry undertaken by the people that the issue directly affects. The PAR group researched the school community regarding well-being during the school year. Mixed methods examined PAR student’s well-being, self-efficacy, autonomy, social and emotional assets, and other competencies before and after the process. Student involvement allowed the school to better understand their students’ well-being, and student-led communication about positive education laid the groundwork for its implementation. Results suggested benefits for the PAR students, particularly in engagement and self-efficacy. This realistically scaled study suggests that involving students using a framework of PAR is a promising, accessible, evidence-based, and developmentally beneficial approach to the implementation of positive education.  相似文献   

Strengthening Community Schools Through University Partnerships     

Starla D. H. Officer  Jim Grim  Monica A. Medina  Robert G. Bringle  Alyssa Foreman 《Peabody Journal of Education》2013,88(5):564-577

Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.  相似文献