Effects of Multimedia versus Live Professional Development on Teachers’ and Students’ Performance Related to the Question Exploration Routine     

Jean B. Schumaker  Joseph B. Fisher  Lisa D. Walsh  Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200

In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program.  相似文献   

On Higher-Order and Free-Floating Chances     

Fisher  Justin C. 《The British journal for the philosophy of science》2006,57(4):691-707

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‘White British girls on free school meals’: power,resistance and resilience at secondary school transition     

Helen Fisher 《Gender and education》2017,29(7):907-925

This article explores the perspectives of 10 White British girls eligible for Free School Meals as they transfer from English primary to secondary schools. Having identified the discourses relevant to the girls at transition – good girl, girl power, hyper-femininity, authenticity, ‘challenges at home’, ‘friends as family’ and standards – the article uses Foucault to theorise these examples, reflecting on the complexity of associated power, resistance and resilience. The article continues by drawing on the multiplicity of resistance to these discourses to identify the girls’ developing intrinsic strengths, and argues that these should be used both a starting point and a structure for supporting them through discourse negotiation at secondary transition and beyond.  相似文献   

Interpersonal behaviour and student outcomes in vocational education classes     

David G. Henderson  Darrell L. Fisher 《Learning Environments Research》2008,11(1):19-29

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Going immersive in a community of learners? Assessment of design processes in a multi-setting architecture studio     

Hadas Sopher  Dafna Fisher Gewirtzman  Yehuda E. Kalay 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(5):2109-2128

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International Counseling Traits: Identifying Counseling Traits Ranked most Important by International Counseling Professionals through Q-Sort Analysis     

Nathan C. D. Perron  Toni Tollerud  Teresa A. Fisher 《International journal for the advancement of counseling》2016,38(2):159-176

Research has shown an increase in the study and discussion of international counseling throughout the past decade in the mental health domain. The counseling profession continues to take steps to address the lack of access to and the quality of counseling support throughout the world. A Q-sort methodology was utilized in order to capture an understanding of what might be identified as the most important traits for counselors to consider when counseling in international settings. A uniquely constructed Q-sort model developed from a careful review of the literature resulted in 35 items that were evaluated by 43 participants in two phases of analysis. The results from the Q-sort led to fuller consideration of the 12 counseling traits ranked highest. Three core themes that emerged from the data included: valuing people, personal character, and multicultural intentionality. Discussion about the highest ranked traits and core themes provides consideration of research implications and future studies in international counseling as a whole.  相似文献   

Shared thinking: metacognitive modelling in the literacy hour     

Ros Fisher 《Literacy》2002,36(2):63-67

This paper considers evidence from an ESRC funded study of twenty teachers, teaching the literacy hour. In 170 hours of observation only one instance of a teacher modelling her thinking about reading or writing was recorded: and this was unplanned. It is suggested here that, although there should be opportunities for metacognitive modelling within the literacy hour, teachers find it difficult to use these opportunities. Some ideas about the importance of metacognition are reviewed and an example of metacognitive modelling in shared writing is analysed. It is argued that concern for improved performance may cause more attention to be focused on what is to be achieved rather than how.  相似文献   

“They Were There for People Who Needed Them”: Student Attitudes Toward the Use of Trigger Warnings in Victimology Classrooms     

Alison C. Cares  Cortney A. Franklin  Bonnie S. Fisher  Lisa Growette Bostaph 《Journal of Criminal Justice Education》2019,30(1):22-45

Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating or advocating for or against the use of trigger warnings are premature. Further study is needed with a diverse range of samples to gain a fuller picture of student attitudes about trigger warnings as well as to assess any impact of trigger warnings use on student behavior and learning.  相似文献   

Trust in education     

Andrew Fisher 《Educational Philosophy and Theory》2020,52(7):780-790

Abstract

The philosophy of trust is a relatively small subfield. Nonetheless, it contains within it many important insights. Our contention in this paper is that careful study of this subfield can bring with it many insights that can and should be used to reconsider a variety of arguments that have been brought forward in the literature on the philosophy of education and other areas of educational research. Our focus is largely destructive in section 2 of the paper. We object to two recent papers from the philosophy of education literature arguing that they fail to recognise important insights from the philosophical literature on trust. In section 3 we say something more positive, noting the routes forward.  相似文献   

Responding to student expectations: a partnership approach to course evaluation   总被引：1，自引：0，他引：1  

Ron Fisher  Dale Miller 《Assessment & Evaluation in Higher Education》2008,33(2):191-202

This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning.  相似文献