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This study investigates pre-service teachers’ perceptions of urban schools. We asked 41 pre-service teachers, mostly white
and female, to report their perceptions of four aspects of urban schools (appearance and atmosphere, resources, students,
and teachers) and identify the sources of their perceptions. We analyze the data qualitatively to understand how they perceive
urban schools and quantitatively to determine group trends in their perceptions. Findings reveal that their perceptions of
urban schools are complex, with negative and positive impressions of selected aspects of urban schools. Implications of these
findings for teacher education, in particular, urban field placements and curriculum, are explored.
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| Jean Ann (Corresponding author)Email: |
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Bonita L. Perry 《Journal of Applied Communication Research》2013,41(2):61-71
The researcher studies a community in Ohio in an attempt to change previous voting behavior involving a tax levy. This case study offers a methodology for future research. 相似文献
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Bonita C. Long 《Psychology in the schools》1988,25(3):314-324
This study evaluated the effectiveness of Stress-Inoculation Training (SIT) with and without an exercise component and a Minimal exercise treatment (MIN) on trait anxiety, teacher stress, and coping strategies among 66 school personnel. The findings indicate that the 8-week SIT with an exercise component was more effective than MIN in reducing anxiety and teacher stress. Both groups significantly decreased emotionfocused coping and increased preventive coping; however, problem-focused coping did not change. SIT without an exercise component did not significantly affect anxiety, stress, or coping strategies; however, there is some evidence that this was due to the cyclical nature of stress in the schools. Changes in teacher stress and coping strategies occurred mainly for those who were below the median of the sample on physical fitness and anxiety prior to beginning the program. Implications of these findings for school-based stress management programs are discussed. 相似文献
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Margaret Beecher Maurer Julia A. Gammon Bonita M. Pollock 《Cataloging & classification quarterly》2013,51(1-3):179-193
The OhioLINK CollaboraTeS Project was initiated to support cross-institutional collaborations by building a skills inventory and by defining collaborative best practices. This article discusses what was learned and defines best practices for collaboration. The authors recommend the creation of regional technical services skills inventories, and the application of management and financial best practices to collaborations. Librarians should be confident they possess these skills because many of them have been learned in other environments. Collaboration represents a bright future for libraries struggling to meet tight budgets. Providing the tools and best practices for collaboration makes it easier for libraries to participate. 相似文献
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Hansel Burley Bonita Butner Brent Cejda 《Community College Journal of Research & Practice》2013,37(10):767-782
The dropout/stopout patterns of community college students were examined in the research reported here. About two thirds of the 51,903 students in the study were enrolled in developmental education courses. Success in college was defined as a passing grade point average after five semesters of coursework. Student success was found to be associated with enrollment patterns, initial skill deficiencies, and age. Community college students who enrolled for consecutive semesters outperformed students with other types of enrollment patterns. 相似文献
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Heather C. Janisse Xiaoming Li Navaz P. Bhavnagri Cassandra Esposito Bonita Stanton 《Early education and development》2018,29(2):229-244
Research Findings: The current study examined the impact of daily classroom computer use on the cognitive development of preschool children in 14 urban Head Start classrooms. The sample consisted of 208 predominantly African American low-income children with a mean age of 48.8 months. A quasi-experimental design was used in which 7 classrooms had computers and 7 classrooms served as the control. Assessments were made at baseline and at 6, 12, and 18 months. Hierarchical linear modeling was used to assess differences between the computer and control groups on cognitive developmental trajectories. Children in the computer condition displayed significantly greater increases in quantitative development than did children from the control condition. Practice or Policy: Children’s access to computers at home and at school has become increasingly prevalent. However, there is still a substantial disparity in access to technology between different socioeconomic groups. The preschool years may offer a promising opportunity to close this gap in access; however, little is known about the impact of computers on the developing minds of children, particularly those from low-income African American families. Findings from the current study suggest that daily use of computer centers in the Head Start classroom may benefit quantitative outcomes for young children. 相似文献
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ABSTRACTThe University of South Florida Libraries house and provide access to a collection of cultural heritage and 3D digital models. In an effort to provide greater access to these collections, a linked data project has been implemented. A metadata schema for the 3D cultural heritage objects which uses linked data is an excellent way to share these collections with other repositories, thus gaining global exposure and access to these valuable resources. This article will share the process of building the 3D cultural heritage metadata model as well as an assessment of the model and recommendations for future linked data projects. 相似文献
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Bonita R. Selting 《Technical Communication Quarterly》2002,11(3):251-266
This article brings to light a topic that surfaces regularly among technical writing practitioners and theorists but is rarely addressed in the literature of the field. Stuart Selber deals with it in his 1997 essay “Hypertext Spheres of Influence” (see especially page 30), but a check of the Association of Teachers of Technical Writing (ATTW) Bibliography for the last two years produced only one recent article obviously devoted to it (see Mitra). The topic centers around this question: Is teaching technology problematic for technical writing instructors? Voices are heard here of 64 ATTW members who were queried on their roles as teachers of technical writing in relation to the demands made upon them to also be teachers of technology skills. Answers are presented and examined in terms of “teacher lore”, the informal sharing of teacher experiences and opinion/feeling about those experiences. The article concludes with a call for more research to clarify the roles teachers of technical writing should be playing in an age where technological determinism—shown by a tendency to turn a technical communication course into a software tools course—can be seen as a threat to effective teaching of complex workplace rhetoric. 相似文献