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Our ethnographic study of a service‐learning class revealed some students benefited in developing civic values, improving academic learning, and accepting responsibility for their own education. Other students struggled to see the connection between technical communication and service learning, felt frustrated with nonacademic writing, and experienced team conflict. We must redefine both technical communication and service learning, help students make the transition to the workplace, and educate community organizations about the role of technical communicators. 相似文献
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Nina Yssel Jayne R. Beilke Kathy L. Church Jay S. Zimmerman 《The Teacher Educator》2013,48(4):295-305
Abstract School districts throughout the United States have responded in different ways to recent acts of violence. Responses vary from external security measures, which include metal detectors, see‐through backpacks, and fences, to programs that train teachers and students to recognize potentially dangerous threats and behavior. Literature indicates that teacher education programs have generally failed to address this issue in preservice teacher education. The purpose of this article is to present a conceptual model for incorporating conflict resolution in preservice teacher education. The CoRE model offers teachers conflict resolution/ peer mediation skills in a four‐level approach: Foundational Knowledge, Integration, Contextual, and Implementation. 相似文献
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A regression grouping technique is described for reducing the number of predictor variables while retaining predictive information. The data used for illustration are principal responses to the Rokeach dogmatism items as predictors, and school bureaucratization as the criterion. The dogmatism-bureaucratization relationship is analyzed by means of this grouping technique. The results are contrasted with those using the more usual techniques of summing and factor analysis, and are shown to lead to very different conclusions. The merits, assumptions, and potential generalizability of this grouping technique are discussed. 相似文献
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This paper advocates for place-based education to guide research and design for mobile computers used in outdoor informal environments (e.g., backyards, nature centers and parks). By bringing together research on place-based education with research on location awareness, we developed three design guidelines to support learners to develop robust science-related understandings within local communities. The three empirically- derived design guidelines are: (1) Facilitate participation in disciplinary conversations and practices within personally-relevant places, (2) Amplifying observations to see the disciplinary-relevant aspects of a place, and (3) Extending experiences through exploring new perspectives, representations, conversations, or knowledge artifacts. Last, we link theory to practice by illustrating how the three guidelines were applied in one outdoor science learning project called Tree Investigators. 相似文献
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Katie Zimmerman 《Endeavour》2011,35(4):125