RESOLV: Development of a telephone-based program designed to increase socialization in older veterans     

Christine E. Gould  Shruti Shah  Sarah R. Brunskill  Krista Brown  Nancy L. Oliva  Charissa Hosseini 《Educational gerontology》2017,43(8):379-392

We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans.  相似文献   

Language use and racial redirect in the educational landscape of ‘just good teaching’     

Tonda Liggett  Dyan Watson  Linda Griffin 《Teaching Education》2017,28(4):393-405

At colleges and universities across the United States, teacher preparation programs are increasingly required to prepare teachers for culturally and linguistically diverse student populations. Teacher education programs have responded by incorporating fieldwork experiences and curricular requirements that include a social justice and multicultural education focus. One key individual is uniquely positioned to reinforce and connect coursework with classroom practice during the teacher candidate’s practicum experience: the university supervisor. Our research team focused on the supervisors and their understandings of culturally responsive pedagogy (CRP) in order to better support them as they worked with teacher candidates to reinforce CRP in the classroom. Through interviews, field notes, and classroom observations, we examined language (words, phrases) that the supervisors used to talk about race and culture in relation to CRP. Our findings indicate a tendency to redirect conversations about race and culture to topics that they were more versed on such as teaching to the whole child or addressing the needs of the individual student. We termed this linguistic move the racial redirect, which emerged in language that (1) simplified the meaning of CRP and (2) made CRP seem like an unexpected or chance event in teaching.  相似文献   

Pivotal teaching moments in technology-intensive secondary geometry classrooms     

Charity Cayton  Karen Hollebrands  Samet Okumuş  Ethan Boehm 《Journal of Mathematics Teacher Education》2017,20(1):75-100

This study investigates three teachers’ uses of a dynamic geometry program (The Geometer’s Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers’ actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher–tool relationships, predominant teacher actions, and questioning.  相似文献   

Measuring Pharmacy Student Attitudes Toward Prayer: The Student Prayer Attitude Scale (SPAS)     

Adam C. Pace  Joy Greene  Joseph E. Deweese  Dana A. Brown  Ginger Cameron  James M. Nesbit 《Christian Higher Education》2017,16(4):200-210

The objective of this study was to develop and validate an instrument to assess the attitude of student pharmacists toward prayer in general and in particular as it relates to their academic performance. To fulfill the study objective, faculty from seven colleges of pharmacy located at Christian universities collaboratively developed the Student Prayer Attitude Scale (SPAS). The items were used to assess the attitudes of student pharmacists toward prayer as well as the effects of prayer on personal lives and academic performance. Faculty investigators asked 1,563 students to complete the survey and received 677 valid responses. A principal components analysis with promax rotation was conducted and revealed a two-factor structure: (a) general attitude toward prayer and (b) specific attitude regarding the impact of prayer on academic performance. Analysis of variance was used to compare student responses by religious identity. Students identifying as atheist or agnostic were significantly different in their responses than students from theistic religions; however, the responses of students from various theistic religions were not significantly different from one another. Faculty concluded that SPAS is a reliable tool for measuring student attitudes toward prayer. The use of such a tool could help faculty tailor educational opportunities to allow pharmacy students to explore prayer more fully and be aware of its impact on the patients they serve.  相似文献   

Self-regulation of assessment beliefs and attitudes: a review of the Students’ Conceptions of Assessment inventory     

Gavin T. L. Brown 《教育心理学》2011,31(6):731-748

How students understand, feel about and respond to assessment might contribute significantly to learning behaviour and academic achievement. This paper reviews studies that have used a relatively new self-reported survey questionnaire (Students’ Conceptions of Assessment – SCoA) about student perceptions and understandings of assessment. Confirmatory factor analyses and structural equation modelling results have shown, consistent with self-regulation theory, that the SCoA inventory has meaningful relations with academic performance among New Zealand high school students. Further, German, Hong Kong, American, and New Zealand studies have shown that the SCoA has relations to motivational constructs (e.g. effort, learning strategies, interest, self-efficacy and anxiety) that are also consistent with self-regulation. The SCoA inventory extends our understanding of how student conceptions of assessment are an integral part of self-regulation and provide a warrant for use in research studies investigating test-taker responses to assessment practices and innovations at both university and high school levels.  相似文献   

Can districts keep good teachers in the schools that need them most?     

Cassandra M. Guarino  Abigail B. Brown  Adam E. Wyse 《Economics of Education Review》2011,30(5):962-979

This study investigates how school demographics and their interactions with policies affect the mobility behaviors of public school teachers with various human capital characteristics. Using data from North Carolina from 1995 to 2006, it finds that teachers’ career stage and human capital investments dominate their decisions to leave public school teaching and school demographic characteristics play a dominant role in intra-system sorting. Schools serving at-risk children struggle to attract and retain teachers with desirable observable characteristics. We find evidence to suggest that across-the-board school-based pay-for-performance policies have small but significant associations with mobility decisions and appear to exacerbate inequities in the distribution of teacher qualifications.  相似文献   

Professional Development for School Library Media Professionals: Elements for Success     

Carol A Brown  Lana Kaye Dotson  Elaine Yontz 《TechTrends》2011,55(4):56-62

The American Association for School Librarians suggests an important mission for school librarians is to ensure personal growth through ongoing exposure to conferences, journal articles, webinars, presentations, and membership in professional organizations. As professional educators, School Librarians should exemplify the vision for being life-long learners. Methods and means to grow in the profession should be evaluated and examined for elements that lead to success in growth and maturity as professionals in school library media. This article investigates the attributes of successful professional development experiences which include learning environment, characteristics of learners, methodologies, and instructional design of staff development workshops.  相似文献   

Editor’s Notes     

Abbie Brown 《TechTrends》2011,55(6):2-2

  相似文献   

“I Managed It Pretty Good”: Birth Narratives of Adolescent Mothers     

Tracy R. Nichols  Margaret Brown  Sheryl L. Coley  Allyson Kelley  Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88

The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population.  相似文献   

The Implementation of Character Education and Children’s Literature to Teach Bullying Characteristics and Prevention Strategies to Preschool Children: An Action Research Project   总被引：1，自引：0，他引：1  

Greta Griffin Freeman 《Early Childhood Education Journal》2014,42(5):305-316

Bullying behaviors among young children are taking place in preschool classrooms and child-development centers. The author makes a case, based on bullying themes in children’s literature and both qualitative and quantitative data collection with young children, for the use of children’s picture books to teach character as bullying prevention to 4–6 year old children. Through the reading of picture books and character education activities with a bullying theme preschool children develop a better understanding of bullying characteristics and strategies for dealing with bullying behaviors. Included are the results from questionnaires and interviews with preschool children and an annotated bibliography of children’s picture books and activities useful in the instruction and prevention of bullying behaviors.  相似文献