Reconceptualizing student ratings of teaching to support quality discourse on student learning: a systems perspective     

Roxå  Torgny  Ahmad  Arshad  Barrington  Janette  Van Maaren  John  Cassidy  Robert 《Higher Education》2022,83(1):35-55

Higher Education - This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in...  相似文献   

Using Resources of Nature in the Counselling Room: Qualitative Research into Ecotherapy Practice     

Ilias Kamitsis  Janette G. Simmonds 《International journal for the advancement of counseling》2017,39(3):229-248

Ecotherapy uses the resources of the natural environment to assist clients with a variety of symptoms, and has been found to be effective with anxiety, depression, stress and attention difficulties. While ecotherapy is often practiced outside of the consulting room, it can also be incorporated into more traditional indoor counselling settings. This qualitative research explored the practices of counsellors who implement ecotherapy as a treatment modality in their consulting rooms. Thirty participants (22 females and 8 males) from six countries completed an open-ended questionnaire. Of those 30 participants eleven (8 females and 3 males) were also interviewed. Data were analysed using Interpretive Phenomenological Analysis. Common practices reported by participants included: assigning nature-based homework exercises, facilitating an experiential connection to nature, nature guided mindfulness/meditation, and the sophisticated use of nature metaphors. This research provides insight into how nature-based techniques can be incorporated into conventional indoor counselling settings.  相似文献   

Special education IMC/LRC services: their use by teachers of the handicapped.     

G Latham 《Exceptional children》1977,43(5):313-314

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Functional reading and the schools: a progress report     

W. Latham  O. Parry 《Journal of Research in Reading》1980,3(2):140-149

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English language learners who struggle with reading: language acquisition or LD?   总被引：1，自引：0，他引：1  

Klingner JK  Artiles AJ  Barletta LM 《Journal of learning disabilities》2006,39(2):108-128

We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement.  相似文献   

Assisting beginning teachers and school communities to grow through extended and collaborative mentoring experiences     

Janette Long 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):317-327

Mentoring as a strategy to assist and retain beginning teachers in the profession has been perceived as the panacea for reducing attrition rates. Whilst this may be true in many cases, mentoring alone has been unable to stem the flow of resignations. In this essay on scholarship and teaching, the author explores surrounding mentoring programs. New ways of professional learning are suggested that encompass mentoring within a whole school approach, with a particular focus on the school as a collaborative community of learners.  相似文献   

The Early Development Instrument as an Evaluation and Improvement Tool for School-Based,Integrated Services for Young Children and Parents: The Toronto First Duty Project     

Carl Corter  Sejal Patel  Janette Pelletier  Jane Bertrand 《Early education and development》2013,24(5):773-794

Research Findings: Integrated services for young children and families are part of the new policy landscape in early childhood, but there is limited evidence of the effectiveness of these programs and how they develop on the ground. This study examined the use of the Early Development Instrument (EDI) as both a summative program evaluation tool and as a formative program improvement tool supporting practitioners in Toronto First Duty, an integrated services demonstration project that combined kindergarten, child care, and parenting supports in public schools. Pre-post comparisons at community demonstration sites and comparisons with matched community sites using the EDI suggested that the demonstration program was associated with modest improvements in emotional and social domains of children's development. Mixed methods and multiple measures were used to contextualize summative findings in case studies across demonstration sites. The case studies explored how integration was implemented at different sites and how dimensions of enacted integration might contribute to positive outcomes for children and families. A case study of one site showed how an integrated staff team used EDI school-level profiles, along with formative feedback on program quality, to target and improve programming. Over the course of implementation, the integrated program environment quality ratings and EDI scores improved in relevant areas assessing quality of interaction and social–emotional development. Practice or Policy: Findings are discussed in terms of the role of the EDI in program evaluation and in improvement of practice. The potential value of integrated early childhood services and the challenges of evaluating complex community initiatives are also discussed.  相似文献   

Do you believe in Father Christmas? The role of myth and symbol in understanding student support     

Janette Myers 《Teaching in Higher Education》2013,18(6):745-748

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Intensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional Children     

Sharon Vaughn  Rebecca Zumeta  Jeanne Wanzek  Bryan Cook  Janette K. Klingner 《Learning disabilities research & practice》2014,29(3):90-92

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The peritextual literacy framework: Using the functions of peritext to support critical thinking     

Melissa Gross  Don Latham 《Library & information science research》2017,39(2):116-123

The peritextual literacy framework (PLF) is a tool for accessing, evaluating, and comprehending the content of media using elements that frame the body of a work and mediate its content for the user. Paratextual elements are the focus of research in classification, bibliometrics, reader’s advisory work, and in studies of authorship and publication. However, paratextual theory is just beginning to be acknowledged in LIS. The PLF closes a gap in paratext theory by categorizing the functions of peritext into six types: production, promotional, navigational, intratextual, supplemental, and documentary. The PLF is unique that it provides both a framework for further research on peritext, as well as a pedagogical tool that supports teaching in the areas of information literacy, media literacy and analysis, critical thinking, reading, and media design and production.  相似文献