Politics,Identity, and College Protest: Then and Now     

Kathryn Lynn Weiland  Amilcar Guzman  KerryAnn O'Meara 《About Campus》2013,18(2):2-9

Kathryn Lynn Weiland, Amilcar Guzman, and KerryAnn O'Meara explore historical and contemporary student protest movements at three academic institutions and provide suggestions to educators on how to support students (and their learning) through their protest activities.  相似文献   

Teacher education,research and the renewal of critique     

Michael Singh  Jo-Anne Reid  Kathryn Bown  Diane Mayer  Ninetta Santoro 《Asia-Pacific Journal of Teacher Education》2013,41(1):1-6

  相似文献   

To Me It’s Like Having a Kid,Kind Of: Analysis of Student Reflections in a Developmental Mentoring Program     

Cynthia D. Fair  Anna K. Decker  Kathryn E. Hopkins 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):301-317

This qualitative longitudinal study focuses on analyses of journals written by 31 sixth grade students who participated in the Chapel Buddy program. The Chapel Buddy program is a developmental mentoring program that pairs sixth graders with kindergarten students. Mentors responded to guided writing prompts three times during the course of the year. Prompts were designed to encourage mentors to explore their role as mentors and their understanding of the mentor–mentee relationship. Results indicated that the program presented a rich, experiential learning opportunity for the sixth graders to develop a relationship with a younger child, to reflect on what it means to be in a helping relationship, and to examine their experiences as “big kids.” Sixth graders varied in their ability to successfully engage and manage their kindergarten mentees, which in turn meaningfully affected the mentors’ satisfaction. Strategies to maximize the educational value of developmental mentoring programs with younger mentors are discussed.  相似文献   

Portraits of Our Mentoring Experiences in Learning to Craft Journal Articles     

LeoNora M. Cohen  Kathleen Cowin  Kathryn Ciechanowski  Richard Orozco 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):75-97

Tenure demands for scholarship and publication are increasing, with relatively little research on mentoring junior faculty and less on mentoring to craft journal articles. This qualitative self-study of mentoring experiences of three junior faculty members and their experienced mentor used portraiture methodology to address the research question, How did the mentoring experience, from both mentor’s and mentees’ perspective, reshape our thinking and understanding of the journal article writing process? Portraiture was employed somewhat differently, with mentor and mentee “painting” each other. Five emergent themes were found in the dyadic portraits written by protégés and mentor: beginnings, relationships, fears and worries, support and scaffolding, and outcomes. The mentoring relationships evolved from traditional to more collaborative, simultaneously becoming less hierarchical and involving cognitive and affective aspects. Crafting journal articles involved finding focus, backwards design, iteration, problem-finding, affirmation, and support. Eleven implications offer guidance for mentoring in university contexts and for future research.  相似文献   

PULSE Vision & Change Rubrics     

Karen M. Aguirre  Teresa C. Balser  Thomas Jack  Katherine E. Marley  Kathryn G. Miller  Marcy P. Osgood  Pamela A. Pape-Lindstrom  Sandra L. Romano 《CBE life sciences education》2013,12(4):579-581

  相似文献   

A Review of “Axiomathes (Vol. 18, No. 2): Special Issue on Facet Analysis”     

Kathryn La Barre 《Cataloging & classification quarterly》2013,51(8):765-767

  相似文献   

Enhancing thinking skills in early childhood     

Carol Aubrey  Kathryn Ghent  Eleni Kanira 《International Journal of Early Years Education》2012,20(4):332-348

A case study approach was adopted to investigate two thinking skills programmes for a maximum variation sample of five- to six-year-olds in four schools, in two local authorities (LAs), in England and Wales, using multiple methods. School staff interviewed felt that thinking skills programmes enhanced critical thinking skills and improved use of language, attentive listening, social cooperation, confidence and independence. Welsh staff indicated that the programmes had a whole-school impact, reflecting national policy, intensive training, coaching and monitoring and leading to transfer to other lessons, such as mathematics. Without a national curriculum mandate, the English thinking-skills practice was vulnerable to disruption and lack of continuity. Observation showed that teachers' delivery varied in open questioning and challenge, group work and pupil talk. Pupils' verbal reasoning and numerical attainments showed modest evidence of change and development. Conditions supporting change and sustainability included: national policy with thinking skills at its core; high-quality professional development and a whole-school approach; coaching with systematic observation and feedback. This promoted changes in leadership, trust and collaboration, structures of interaction between policy and LA, head teacher, teachers and children.  相似文献   

Big Change Question In a Period of Global Uncertainty, do Faith-Based Schools Re-Enforce Social Divisions Within Societies and between Nations?     

Kathryn Riley  Helen Marks  Gerald Grace 《Journal of Educational Change》2003,4(3):295-307

  相似文献   

Eye‐rollers,risk‐takers,and turn sharks: Target students in a professional science education program     

Sonya N. Martin  Catherine Milne  Kathryn Scantlebury 《科学教学研究杂志》2006,43(8):819-851

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006  相似文献   

Talking (fe)male: examining the gendered discourses of preservice teachers     

Kathryn E. Engebretson 《Gender and education》2016,28(1):37-54

Through the use of feminist poststructural discourse analysis (Baxter 2003 Baxter, J. 2003. Positioning Gender in Discourse: A Feminist Methodology. New York, NY: Palgrave MacMillan.[Crossref] , [Google Scholar]), the author examines the gendered discourses created and reified by a group of preservice secondary social studies teachers (n?=?25). Because gender is socially constructed, it is important for future teachers to examine their own gendered identities in order for them to be able to see how they contribute to the greater society. Findings reveal discourses of ‘having it all', ‘being a superwoman', ‘female struggle', and ‘gender not playing a key role in culture’ being advanced by both male and female identified individuals. Intersections of race and social class with gender added to the complexity of the different discourses. Implications for teacher education are discussed.  相似文献