Winner of the William M. Jones Best Graduate Student Paper Award at the 2019 Popular Culture Association / American Culture Association Conference: Collaborating in a Continuous Present: Language and the Performing Body in Gertrude Stein and Virgil Thomson's Four Saints in Three Acts     

Jocelyn E. Marshall 《Journal of American culture (Malden, Mass. : 2003)》2019,42(4):335-344

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Do Children and Adults Take Social Relationship Into Account When Evaluating People’s Actions?     

Julia Marshall  Karen Wynn  Paul Bloom 《Child development》2020,91(5):e1082-e1100

Two studies examined whether children (5- and 6-year-olds; 8- and 9-year-olds, n = 214) and adults (n = 72) consider social relationship when evaluating unhelpful or helpful actions. Participants learned about a person-in-need who was (or was not) helped by someone they knew (a friend) and someone they did not know (a stranger). Older children and adults judged an unhelpful friend as meaner than an unhelpful stranger, and judged a helpful stranger as nicer than a helpful friend. Younger children did not judge an unhelpful friend as any meaner than an unhelpful stranger, and they judged a helpful friend as nicer than a helpful stranger. These findings suggest that a mature appreciation of how social relationship matters for evaluation emerges relatively late in development.  相似文献   

Multicultural Counselor Training Experiences: Training Effects and Perceptions of Training Among a Sample of Predominately Hispanic Students     

Ginger L. Dickson  Beverley Argus‐Calvo  Nancy Garcia Tafoya 《Counselor Education & Supervision》2010,49(4):247-265

The effectiveness of multicultural training among a sample of predominately Hispanic counseling students was examined. The results of a series of 2‐factor repeated measures analysis of variance and follow‐up paired‐samples t tests suggest that multicultural training was effective in increasing students' multicultural competencies and in improving their cognitive racial attitudes. Students' affective racial attitudes were not changed. Students' perceptions of their multicultural training suggest that students from diverse racial/ethnic backgrounds may experience multicultural training differently and unique life experiences may help explain this difference. Counselor educators may wish to use a variety of training experiences to provide multicultural training that is effective across diverse student populations.  相似文献   

Students with Limited or Interrupted Formal Education in US Classrooms     

Andrea DeCapua  Helaine W. Marshall 《The Urban Review》2010,42(2):159-173

Considerable attention has focused on the challenges of English language learners without age-appropriate formal education and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized and disoriented in US classrooms. Building on Ibarra’s Beyond affirmative action: Reframing the context of higher education, The University of Wisconsin Press, Madison (2001) “cultural dissonance” construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning paradigm, is posited as a pathway to academic success for this population.  相似文献   

Self-Regulation and School Readiness     

Eisenberg N  Valiente C  Eggum ND 《Early education and development》2010,21(5):681-698

RESEARCH FINDINGS: In this article, we review research on the relations of self-regulation and its dispositional substrate, effortful control, to variables involved in school success. First, we present a conceptual model in which the relation between self-regulation/effortful control and academic performance is mediated by low maladjustment and high-quality relationships with peers and teachers, as well as school engagement. Then we review research indicating that effortful control and related skills are indeed related to maladjustment, social skills, relationships with teachers and peers, school engagement, as well as academic performance. PRACTICE OR POLICY: Initial findings are consistent with the view that self-regulatory capacities involved in effortful control are associated with the aforementioned variables; only limited evidence of mediated relations is currently available.  相似文献   

Flexibly Adaptive Professional Development in Support of Teaching Science with Geospatial Technology   总被引：1，自引：0，他引：1  

Nancy M. Trautmann  James G. MaKinster 《Journal of Science Teacher Education》2010,21(3):351-370

The flexibly adaptive model of professional development, developed in the GIT Ahead project, enables secondary science teachers to incorporate a variety of geospatial technology applications into wide-ranging classroom contexts. Teacher impacts were evaluated quantitatively and qualitatively. Post-questionnaire responses showed significant growth in teachers’ perceived technological expertise, interest, and ability to integrate geospatial technology into their science teaching. Application of the Technical Pedagogical Content Knowledge (TPACK) framework to three case studies illustrates such growth. Crucial aspects of professional development in support of teaching science with geospatial technology include intensive training, ongoing support, a supportive learning community, and flexibility in terms of support provided and implementation expectations. Implications are presented for design of professional development and use of TPACK in evaluating impacts.  相似文献   

Preservice Teachers’ Conceptions and Enactments of Project-Based Instruction     

Jill A. Marshall  Anthony J. Petrosino  Taylor Martin 《Journal of Science Education and Technology》2010,19(4):370-386

We present results of an investigation of preservice secondary mathematics and science teachers’ conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey responses, both qualitatively and statistically, from three cohorts of preservice teachers both before and after apprentice teaching. In addition we interviewed and observed a subset of these future teachers. We found that in general the preservice teachers held superficial views of PBI, as compared to the researcher framework. Participants reported time and curriculum restrictions as major barriers; however, teachers for whom enactment of PBI was presented as an explicit goal, and who were given support toward that end, were more likely to enact authentic implementations, regardless of previous reservations about PBI. Without this additional scaffolding, even teachers with high affinity for PBI were unlikely to implement it authentically.  相似文献   

Strategic Teaching: Student Learning through Working the Process     

Nancy Spanbroek 《The International Journal of Art & Design Education》2010,29(2):111-120

The designers of our future built environment must possess intellectual tools which will allow them to be disciplined, flexible and analytical thinkers, able to address and resolve new and complex problems. In response, an experimental and collaborative design studio was designed to inspire and build on students' knowledge and their creative thinking abilities through a series of explorative exercises and modelling. The learning experience of students undertaking this studio was enabled and guided by a collaboration of teachers experienced in both teaching and creative practice. A series of guest creative practitioners joined the studio's intensive 10‐week hands‐on workshop sessions within which students undertook set exercises. These creative research workshops then served to inform subsequent design development of the students' work through planning and documentation over a period of 4 weeks. Strategic teaching is central to the creative development process. The driving educational belief, as idea and practice, is that by bringing ideas to life in design, by working with full‐scale three‐dimensionality, students are able to cement their commitment to ‘working the process’, towards becoming excellent designers. This ambitious strategy enables students to work on the many different aspects of the design problem towards meeting their design outcome at the highest level of resolution and intent. Through a combination of pragmatic tasks – writing and developing design briefs – and visual tasks – evidence gathering and analysis of design through photographic, modelling and diagramming exercises – students were encouraged to think outside and beyond the ‘normal’ realm of design practice.  相似文献   

Transformation of a print reference collection     

Delwiche FA  Bianchi NA 《Medical reference services quarterly》2006,25(2):21-29

Prompted by the need to move an aged and sorely neglected print reference collection into a new smaller academic medical library, the Reference Team of the Dana Medical Library at the University of Vermont embarked on a massive project to shrink and revitalize its paper reference collection. Employing a comprehensive and contemporary approach, the project ultimately resulted in a refurbished collection that would more effectively meet the information needs of the 21st century library user. This paper describes the process employed, and the numerous quality improvements to the physical collection, supporting infrastructure, and collection management practices that resulted.  相似文献   

Effects of multiple context and cumulative stress on urban children's adjustment in elementary school     

Morales JR  Guerra NG 《Child development》2006,77(4):907-923

Using longitudinal data collected over 2 years on a sample of 2,745 urban elementary school children (1st-6th graders, ages 6-11 years) from economically disadvantaged communities, effects of stressful experiences within 3 contexts (school, family, neighborhood), cumulative stress, and multiple context stress on 3 indices of children's adjustment (achievement, depression, and aggression) were examined. All 3 stressor contexts were related contemporaneously and longitudinally to negative outcomes across adjustment measures, with differential paths in each predictive model. Cumulative stress was linearly related to increases in adjustment problems but multiple context stress was not related to problematic adjustment beyond effects of cumulative stress alone. The important influence of life events stress on children's adjustment in disadvantaged communities is discussed.  相似文献