Appreciative coaching for student academic and professional development     

Rose Helens-Hart 《Communication Teacher》2018,32(4):220-224

Negative self-talk and appraisals of self-efficacy can damage students’ abilities to do well in college and lead to self-fulfilling prophesies where students fail to meet their academic and professional potentials. This multi-class activity uses appreciative coaching to help students utilize a positive mindset and achieve academic and professional goals. This coaching model, based on the tenets of appreciative inquiry, begins with a topic selection and then progresses through four stages: discover, dream, design, and destiny. The coaching process can assist instructors and students in focusing on the positive aspects of student performance, increase self-confidence, motivation to do well in courses, and proactive career planning, and create a positive learning environment.

Courses: Business Communication, Freshman Seminar, Professional Development, Senior Capstone

Objectives: The objectives of this activity are for students to (1) practice positive reframing, (2) appraise and identify their strengths and skills, (3) select goals, (4) create action plans to reach goals, and (5) be empowered and take responsibility for their academic and professional progress.  相似文献   

Guide to New Resources     

Ming Fang He  Jeff Sapp  Maria José Botelho  Isabel Nuñez  Wynnetta Scott-Simmons  Lincoln Johnson 《Multicultural Perspectives》2014,16(1):53-62

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Studied Ignorance     

Jeff Zorn 《Academic Questions》2017,30(1):95-102

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The Question of Cost is Irrelevant     

Jeff Adams 《The International Journal of Art & Design Education》2016,35(1):4-7

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“Where do we come from? What are we? Where are we going?”     

Jeff Buechner 《Ethics and Information Technology》2017,19(3):221-236

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A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

The relationship between school belonging,sibling aggression and bullying involvement: implications for students with and without disabilities     

Chad A. Rose  Cynthia G. Simpson  Stephanie K. Ellis 《教育心理学》2016,36(8):1462-1486

Bullying is grounded in the interactions between an individual and complex social–ecological systems. Therefore, bullying involvement is not just confined to the classroom or school. Recent research suggests that sibling aggression may be a predictor for peer-level aggression. These findings may be more relevant for students with disabilities because studies suggest that students with disabilities are disproportionately involved in the bullying dynamic. Therefore, this study explored the intersection between sibling aggression and school belonging on bullying, victimisation and fighting for 14,508 students, including 1183 students with disabilities and 13,325 students without disabilities in grades 6 through 12. As hypothesised, students with disabilities reported higher levels of victimisation, bullying and fighting. Additionally, high levels of school belonging partially buffered fighting and bullying behaviours for students with and without disabilities. These findings demonstrate the importance of establishing an inclusive and safe environment for school-aged youth.  相似文献   

    

Jeff Willden 《TechTrends》2001,45(2):11

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What Teachers Take from Professional Development: Cases and Implications     

Jeff D. Farmer  Helen Gerretson  Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360

In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.  相似文献   

Sharing teacher knowledge at scale: teacher inquiry,learning design and the representation of teachers’ practice     

Martin Oliver  Katerina Avramides  Wilma Clark  Jade Hunter  Rose Luckin  Cecilie Hansen 《Teacher Development》2018,22(4):587-606

Sharing teachers’ professional knowledge remains challenging. Teachers’ development often remains ad hoc or local, and attempts to scale this up have proved problematic. To address this, research in areas such as ‘learning design’ has explored the use of formal representations of practice. This proposes that educational practice can be improved by documenting, sharing and building on what teachers already do. Whilst this has led to some successes, it has not resulted in the widespread transformation of practice. This paper reviews the literature about sharing teacher knowledge. The challenges of scaling up development are then considered in relation to two theories that help explain the challenges: Communities of Practice and Sociomateriality. This analysis is illustrated through case studies in Norway and the UK. These show that teachers already create and share artefacts that represent their pedagogic knowledge. However, they found formal representations, such as learning designs, difficult to work with. The paper concludes that scaling up teacher development using abstract formalisms is unlikely to succeed. Instead, teachers value stories and the materials they already create in their day-to-day practice. It is this intermediate level of representation, between direct experience and formal abstraction, that offers the most promise for sharing practice.  相似文献