Peer coaching and pre-service teachers: Examining an underutilised concept     

Linda R. Britton  Kenneth A. Anderson 《Teaching and Teacher Education》2010

The purpose of this study was to explore the effects of peer coaching on the classroom practices of pre-service teachers. Four teacher interns learned peer coaching functions and techniques before participating in coaching cycles with their peers. Pairs of participants reciprocally observed classes, collected data, and held conferences. Multiple forms of data were collected and analyses reveal that training was adequate. Findings show that peer coaching altered current teaching practices, but a trend of making suggestions for improvement without affirming strengths was also evident. Recommendations for integrating peer coaching in the pre-service curriculum are provided.  相似文献   

Research on peer coaching in preservice teacher education – A review of literature     

Hsiu-Lien Lu 《Teaching and Teacher Education》2010

This study reviewed eight studies selected from the ERIC and Education Complete databases covering the years 1997 through 2007. The goals of this study were to identify similarities and differences of peer coaching and to examine its feasibility and challenges in preservice teacher education. The four similarities among the studies identified are (i) study participants, (ii) coaching relationships, (iii) coaching duration, and (iv) coaching strategies. The differences identified were in relation to the following four areas: (i) the purposes of peer coaching, (ii) the nature of the field-based experiences of the programmes, (iii) the training for peer coaching, and (iv) the effects of peer coaching. Peer coaching appears to possess unique advantages and have much value for preservice teacher education. How barriers to the comprehensive recognition of peer coaching could be eliminated in preservice teacher education is also discussed.  相似文献   

Caregiver involvement in infant peer interactions: Scaffolding in a social context   总被引：2，自引：0，他引：2  

Shannon Tierney Williams  Ann M. MastergeorgeLenna L. Ontai 《Early childhood research quarterly》2010

Establishing positive peer relationships is integral to children's social development and is linked to a variety of long-term outcomes and life skills. The present study provides an in-depth examination of the ways in which child care providers guide young children in their early social experiences with peers during infancy, when social competence with peers is first being developed. Findings documented multiple avenues through which child care providers help to scaffold infants’ naturally occurring social encounters with their peers, including creating opportunities for peer interaction, preventing and interrupting peer interaction, communicating to children about their peers and peer relations, providing direct instructions and rules for peer interaction, and modeling social behavior during group interactions. Scaffolding strategies were categorized as adult-centered, child-centered, and group-based. Results also revealed some specific effects of scaffolding on infant social competence with peers over a 6-month time period.  相似文献   

解读对等网环境下的知识检索   总被引：1，自引：1，他引：1  

窦永香 《现代图书情报技术》2007,2(6):42-46

知识检索是对等网中分布式节点间实现知识共享的关键。根据对知识检索的理解和对客体对象的挖掘深度不同，将对等网的知识检索环境分解为网络拓扑、节点知识和节点用户3个层次，据此分析总结对等网环境下的知识检索现状，并作进一步展望。  相似文献   

严格审稿程序,提高学报质量——以《中南大学学报(医学版)》为例     

陈丽文  昌兰  李桂源 《出版科学》2008,16(5)

介绍《中南大学学报（医学版）》的审稿流程,总结各审稿阶段对提高论文质量的重要性。  相似文献   

Psychometric properties of the Violent Experiences Questionnaire     

《Child abuse & neglect》2017

The Violent Experiences Questionnaire—Revised (VEQ-R) is a brief retrospective self-report inventory which provides estimates of annual frequencies of childhood physical abuse, sibling physical abuse, exposure to parental violence, peer bullying, and corporal punishment as they were experienced from ages 5 to 16. The VEQ-R indices rely on a frequency metric that estimates the number of days on average per year a specified class of behavior occurred over a 12 year retrospective period. All scores range from a frequency of 0 to a high of 104. Scale normative data was generated from both a college (N = 1266) and national (N = 1290) sample to expand the research applicability of this relatively new inventory. Subscales were added to estimate the frequency of victimization during childhood, the pre-teen years, and adolescence. Four “hostility” component indices were derived from perpetrator source (parent, sibling, peer, or domestic). Thresholds were established to for High, Moderate, Low, and No Risk classifications. Subscales dimensions were found to have both adequate internal and temporal consistency. Evidence of concurrent and discriminant validity was generated using the Parent-Child Conflict Tactics Scale-Short-Form^©, LONGSCAN Physical Abuse Self-Report scale, and Physical Punishment scale of the Assessing Environments III inventory.  相似文献   

借助审稿拓展优质稿源的探索——以《浙江农业学报》为例     

张韵  袁醉敏  陈华平 《编辑学报》2015,27(2):163-166

近年来《浙江农业学报》进行各种尝试,探索出一种较为便捷、有效的征稿方式,即通过网络资源大量收集农业各学科的专家信息,组建审稿专家库并实行动态管理,同时对专家潜在的投稿意愿进行分析,有针对性地选择可能为本刊投稿的专家作为审稿专家.目前,通过这一审稿与征稿相结合的方式,本刊聚集了一批既是审稿专家又是潜在作者的“粉丝”队伍,其在优质稿源的征集及学术影响力的提升中发挥了重要作用.  相似文献   

Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors     

《Studies in Educational Evaluation》2015

This study examined whether peer support was related to psychosocial outcomes for college women serving as youth mentors in the Young Women Leaders Program (YWLP), a service-learning mentoring program. The outcomes assessed were college students’ ethnocultural empathy and their sense of competence, relatedness, and autonomy. Data included questionnaires completed by YWLP mentors (YWLP; n = 227) and college women with (CS; n = 230) and without (no CS; n = 105) alternative community service involvement. Results showed that YWLP mentors’ level of perceived peer support was associated with stronger outcomes in autonomy as compared to the CS group and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on effective support for college service-learning participants.  相似文献   

换位思考在科技期刊编辑实践中的应用     

缪宏建  王晓蕴 《编辑学报》2014,26(5):415-417

科技期刊编辑在办刊过程中需要与作者、读者、审者等进行有效沟通,也离不开编辑之间的协同作业。通过分析一稿多投原因及稿件处理过程认为:与作者换位思考,编辑应快速处理来稿、尽早发表论文;与读者换位思考,应明确读者需求,强化与读者的互动交流;与审稿专家换位思考,编辑应该把好初审关,选好、选准审稿专家,对审稿专家信息保密,及时沟通交流;与编者换位思考,应取长补短,互相支持,努力工作。并且认为科技期刊编辑在与作者、读者、审者、编者的交往中要善于运用换位思考,构建和谐统一的交流氛围。  相似文献   

审稿专家促进科技期刊青年编辑职业素养的提升     

厉艳飞  徐状 《编辑学报》2014,26(4):375-376

审稿专家作为科技期刊编辑流程中的重要角色,通过审稿活动对科技期刊编辑职业素养的提升起着潜移默化的作用,对科技期刊青年编辑在职业知识、职业理想、职业作风3个方面的提升都有着举足轻重的影响。  相似文献