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1.
Kevin Wright 《Communication quarterly》2013,61(1):44-59
The study examined perceptions of support providers, social support network size and network satisfaction, and the advantages and disadvantages of computer‐mediated support groups among (N = 107) on‐line support group users. The results indicated that the amount of time a person spent communicating within these groups and the number of messages received within on‐line groups was related to support group network size and network satisfaction. Perceptions of source credibility and homophily were also related to on‐line network size and network satisfaction. Finally, a number of advantages and disadvantages to receiving and providing support on‐line were reported by respondents. 相似文献
2.
AnnaMarie Conner Laura M. Singletary Ryan C. Smith Patty Anne Wagner Richard T. Francisco 《Educational Studies in Mathematics》2014,86(3):401-429
We propose a framework for examining how teachers may support collective argumentation in secondary mathematics classrooms, including teachers’ direct contributions to arguments, the kinds of questions teachers ask, and teachers’ other supportive actions. We illustrate our framework with examples from episodes of collective argumentation occurring across 2 days in a teacher’s classroom. Following from these examples, we discuss how the framework can be used to examine mathematical aspects of conversations in mathematics classrooms. We propose that the framework is useful for investigating and possibly enhancing how teachers support students’ reasoning and argumentation as fundamentally mathematical activities. 相似文献
3.
Graham Gibbs 《Open Learning》2013,28(2):163-166
4.
This study examined the extent to which multimedia features of typical literacy learning software provide added benefits for
developing literacy skills compared with typical whole-class teaching methods. The effectiveness of the multimedia software
Oxford Reading Tree (ORT) for Clicker in supporting early literacy acquisition was investigated through a classroom-based
intervention study by comparing ORT for Clicker to traditional ORT Big Books. Sixty-one typically developing readers, aged
5–6 years, from four primary classes were each given the two interventions. Each intervention was delivered over five one-hour
sessions over the course of 1 week. Performance on tasks of written word recognition, written word naming, and phonological
awareness, was measured before and after each intervention. Significantly greater gains in word recognition, word naming,
rhyme awareness, segmentation skill, and grapheme awareness were found after the ORT for Clicker compared to the traditional
ORT Big Book intervention. This study shows that whole-word multimedia software can be more effective than traditional printed
texts from the same reading scheme at supporting the development of early literacy skills. 相似文献
5.
Kevin B. Wright 《Communication quarterly》2013,61(4):402-414
This study examined social support, perceived stress, and coping strategies among participants (N = 148) within twenty‐four computer‐mediated support groups. The results indicated that the amount of time a person reported spending communicating with others in on‐line support groups was positively related to the size of his or her support group network and satisfaction with the support he or she received in online support groups. Satisfaction with both on‐line supportive relationships and face‐to‐face supportive relationships was correlated with degree of reduction in perceived life stress. Satisfaction with on‐line social support was predictive of the types of coping strategies used by participants. 相似文献
6.
《Ethnography and Education》2013,8(2):170-184
The present study explores a local initiative to develop parent support services through the school system. In focus are the discourse on home–school relations and parent support and the interplay between discourse and practical occurrences. Official documents, interviews and notes from municipal meetings and informal conversations were obtained from a local authority during 2009–2013. The results show that the education system is discursively positioned as an important player for the administration and organisation of parent support. All the same, opposing arguments are given precedence in decisions concerning what home–school relations should entail. The study explicates that parent support, when connected to compulsory education, is preferably conceptualised as part of and contingent on the forms and characteristics of home–school relations. Furthermore, it makes evident that the term school is recurrently used as a synonym of teachers. This has implications for both home–school relations and parent support. 相似文献
7.
Signature pedagogies [Shulman, L. 2005. “Signature pedagogies in the professions.” Daedalus 134 (3): 52–59.] are a focus of teacher educators seeking to improve teaching and teacher education. The purpose of this paper is to present a preliminary common language of signature pedagogies for teacher professional development (PD). In all, 24 papers from the study of physical education PD projects with clearly articulated pedagogical objectives and documentation on achieving those objectives were included in the analysis. In total 479 teachers and 48 facilitators across the US and Europe were interviewed and/or surveyed. Three discrete PD signature pedagogies holding potential to enhance teacher growth and learning within the context of PD were identified: critical dialogue (process of acquiring knowledge through communicative interactions), public sharing of work (testing out practices in classrooms and share ideas with larger audiences), and communities of learners (collective learning around a shared concern or a passion). It is our hope in providing the beginnings of a common vocabulary for pedagogies of teacher professional learning we have encouraged additional steps toward developing signature pedagogies for learning across different PD settings and content areas. 相似文献
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9.
Lynn McAlpine Natacha Wilson Gill Turner Sharon Saunders Bill Dunn 《International Journal for Academic Development》2017,22(4):375-379
AbstractInternationally, career prospects for postdocs, whether salaried on a Principal Investigator’s (PI) grant or a fellowship, are precarious. Yet, many aspire to permanent research-teaching positions, and to achieve this goal they often strive to gain PI funding to demonstrate their research potential. Like many developers in research-intensive universities, we are responsible for supporting postdocs. Yet, it was unclear what actual support they needed. Further, studies show postdocs seldom access formal institutional support. Thus, we undertook a needs assessment. We describe here our substantive learning about supporting aspiring and new PIs, and then reflect more generally on the value of needs assessments in academic development practice. 相似文献
10.
This article outlines a methodology for characterising features of programme‐level assessment environments so that the relationship between features of the assessment environment and students’ learning response can be studied. The methodology was developed through the detailed case study of nine undergraduate degree programmes: one in each of three contrasting discipline areas in each of three contrasting universities. Each case study involved examination of course documentation, interviews with academics and interviews with students, following which each degree programme was coded in relation to a range of features of the assessment environment, such as the proportion of marks derived from examinations and the volume and timeliness of feedback on assignments. Programmes were found to differ profoundly in terms of variables that are known to have implications for student‐learning processes. They also differed widely in the extent to which they illustrated the application of conventional wisdom about curriculum design, embodied in national quality assurance guidelines and the Bologna Agreement. Programmes were found to have either a high volume of summative assessment or a high volume of formative‐only assessment, but never both at the same time. Programmes also differed in the mechanisms used to make goals and standards clear, having either highly explicit curriculum design or high volumes of written and oral feedback, but never both at the same time. The findings suggest that there are distinctive programme‐level assessment environments that operate in quite different ways despite all programmes studied being subject to the same quality assurance code of practice. 相似文献
12.
Successful use of ICT in the classroom requires thoughtful integration of technology and pedagogical processes during lesson preparation. This study investigated whether the information format of technological and pedagogical support affects pre-service teachers’ technology integration in lesson plans. One group of pre-service teachers (n = 37) received support materials that presented technological, pedagogical and content information separately; another group (n = 36) received a version of these materials in which the technological and pedagogical information was integrated. Pre-service teachers used these support materials to create a technology-infused lesson plan. As expected, the pre-service teachers who received integrated support had relatively more design justifications in which technology and pedagogy were combined than their peers from the separate support group. However, this more advanced reasoning did not materialise in higher-quality lesson plans. Future research should investigate whether pre-training in the use of ICT could improve the effects of integrated support. 相似文献
13.
INTRODUCTION Citizen participation in urban planning is crucial for satisfying the increasing demand to improve the overall city planning process (Sherry, 1969). The information exchange, opinion feedback, establish-ment of expert system and the development of effi-cient and effective participation methods has brought huge benefits and high potential for the improvement of the whole city planning (Arima, 2001). The public participation system to evaluate the planning system for the speci… 相似文献
14.
Increased doctoral student numbers has led to a growth in studies dedicated to doctoral experience. These studies have raised a range of mental health concerns around workload, supervision processes and student well-being. Despite these challenges being well documented, few studies have looked at doctoral student’s experiences of accessing non-academic support services. This article presents the findings of a mixed-method study to investigate doctoral experiences of non-academic support, conducted at one British university with a large postgraduate research population. Drawing on focus groups and a student survey, the article concludes that many doctoral students are not accessing institutional support when they could benefit from it, with many turning to external support mechanisms including family, personal doctor and online resources. Five institutional recommendations are proposed to develop improved dedicated doctoral student mental health support: clear signposting, online self-help, workshops, parity of support and supervisor training. 相似文献
15.
Ben Pogodzinski 《Journal of Educational Change》2014,15(4):467-489
Using survey data gathered from novice teachers at the elementary and middle school level across 11 districts, this study examined variation in perceptions of working conditions related to workload and access to resources and further identified the association between these perceptions and the quality of support the novices received from their formal mentors and other colleagues. The findings from this study indicate that the quality of mentor support is positively associated with novice teachers’ ability to manage their assigned workload, while the quality of support from other colleagues is positively associated with novices’ ability to meet the requirements of their administrative tasks. Novices’ perceptions of the administrative climate varied little over the course of one school year, and there were only slight variations in novices’ perceptions based on years of experience and level taught. Novices did vary significantly from their veteran colleagues in their perceptions of working conditions. The findings from this study have implications for understanding the role that formal and informal teacher support has in mediating the expectations and demands of novice teachers’ work, which can then help guide improvements in novice teacher induction and working conditions. 相似文献
16.
Rosario Hernández 《Higher Education》2012,64(4):489-502
A distinction is often made in the literature about “assessment of learning” and “assessment for learning” attributing a formative function to the latter while the former takes a summative function. While there may be disagreements among researchers and educators about such categorical distinctions there is consensus that both types of assessment are often used concurrently in higher education institutions. A question that often arises when formative and summative assessment practices are used in continuous assessment is the extent to which student learning can be facilitated through feedback. The views and perceptions of students and academics from a discipline in the Humanities across seven higher education institutions were sought to examine the above question. A postal survey was completed by academics, along with a survey administered to a sample of undergraduate students and a semi-structured interview was conducted with key academics in each of the seven institutions. This comparative study highlights issues that concern both groups about the extent to which continuous assessment practices facilitate student learning and the challenges faced. The findings illustrate the need to consider more effective and efficient ways in which feedback can be better used to facilitate student learning. 相似文献
17.
OU Shi-yan KHOO Christopher S.G. GOH Dion H 《浙江大学学报(A卷英文版)》2005,6(11):1258-1267
INTRODUCTION Automatic summarization has attracted much attention both in the research community and busi- ness community as a solution for reducing informa- tion overload and helping users scan a large number of documents to identify documents of interest. A multi-document summary has several advantages over the single-document summary—it provides an integrated overview of a document set indicating common information across many documents, unique information in each document, and cross-d… 相似文献
18.
Michele Blick Tom Nicholson James Chapman Jeanette Berman 《Australian Journal of Learning Difficulties》2017,22(2):75-94
AbstractThis study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding. 相似文献
19.
Adam Styles 《Educational Psychology in Practice》2011,27(4):415-436
The use of Social StoriesTM appears to be popular among educational psychologists (EPs) and other children’s services professionals as an intervention for enhancing the social functioning of children with Autism Spectrum Disorders (ASDs). This article explores and evaluates the research evidence upon which this apparent popularity is based. Several areas of significant weakness in the body of literature are identified which, it is suggested, need to be addressed through further research before EPs can recommend Social StoriesTM as a stand alone intervention strategy in the confidence that it represents evidence-based practice. 相似文献
20.
In an up-linkage replication, three experiments examined adult humans’ folk physics, i.e., their naturally occurring and spontaneous understanding of the physical world, using a violation of expectation (VOE) task and stimuli similar to those used to study chimpanzees’, monkeys’, and rooks’ folk physics. Unlike what has been reported with nonhuman primates, adult humans did not look longer at physically impossible than possible events, though they did rate the physically impossible events as more interesting and novel than the possible events. These results underscore that behavior during a VOE experiment has many possible causes, only one of which may be a subject’s folk physics. 相似文献