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1.
Abstract

Good teaching is good story telling. Case‐based teaching exploits the basic capacity for students to learn from stories and the basic desire of teachers to tell stories that are indicative of their experiences. The premise of software that used case‐based teaching would be to place a student in a situation that the student found interesting and where the telling of a story would be appreciated. First, case‐based teachers teach the student what he or she needs to know at precisely the point of becoming interested in knowing the information. This information should be presented in the form of stories. Law schools and business schools have been teaching this way for years. They teach cases rather than rules because, by and large, they don't have rules to teach. The second critical part of learning in a case‐based environment is teaching a student to abstract from what the student has been told, and adapting it to situations for which the student was not specifically trained.

At the Institute, we have, to date, built four examples of case‐based teaching software. The programs are:
VICTOR — a voice and image courtesy tutor — built for Ameritech

DUSTIN — a language experience — built for Andersen Consulting

CREANIMATE — a biology experience‐built for schools and supported by IBM

TAXOPS — a tax opportunity advisor and cross seller — built for the Tax division of Arthur Andersen  相似文献   

2.

Using critical race theory as a framework, the article utilizes counter-storytelling to examine the different forms of racial and gender discrimination experienced by Chicana and Chicano graduate students. After describing the critical race theory framework and counter-storytelling method, the article moves to a story of two composite and data-driven characters, Professor Leticia Garcia and graduate student Esperanza Gonzalez. Various theoretical and conceptual issues such as self-doubt, survivor guilt, impostor syndrome, and invisibility are woven into Esperanza's graduate school and Professor Garcia's pre-tenure experiences.  相似文献   

3.
Abstract

The authors investigated the effects of guided journal writing on students' understanding of themes and main characters in a complex novel. Three English 12 classes were randomly assigned to 1 no-writing condition and 2 writing conditions—character clues and general-response questions. The results from 2 posttests consistently indicated that students who wrote significantly surpassed students who did not write. Student self-ratings data indicated that the students believed that the writing activities helped them with story understanding. Student interview data indicated that students believed that the writing made them think more deeply about the story. The results support the contributions of writing to student literary learning and the research of J. Marshall (1987) and G. E. Newell (1994, 1996).  相似文献   

4.
Abstract

The human cost of exclusion is not confined to the student. Parents of excluded students feel they are judged as unworthy parents and are mere observers to a decision that has radical implications for their son's/daughter's future education. As partners in the educational enterprise of their child, they are often powerless in the exclusion process and are voiceless in the discourse that surrounds the decision to exclude as well as the decisions regarding future education options. The parents' experience of exclusion is a side of the exclusion story that is not often heard. This article describes how a group of parents experienced their son's/daughter's mainstream schooling and exclusion from a mainstream secondary school. The parents' story is passionate, painful and poignant. It highlights the need for the continued development of inclusive practices in mainstream schools.  相似文献   

5.
Chapter 4.     
Abstract

Anxiety disorders are the most common mental health concerns in the United States and they tend to be among the most frequently reported in college mental health. While efficacious research for the psychotherapy treatment of specific anxiety disorders (e.g., social phobia, panic disorder, etc.) exists, the picture is more complex in clinical practice especially with students who are treated as a whole person, usually involving multiple co-existing disorders as well as normal developmental challenges of adjusting to college. This chapter reviews the evidenced-based research for anxiety disorders in both the general population and the college student population, as well as evidence for therapist/relationship factors. It examines the numerous challenges for conducting effectiveness studies in college mental health, suggestions for working with chronically anxious college students, and future directions for research and practice in this area.  相似文献   

6.
New Books     
ABSTRACT

Stories represent a fundamental way by which we interpret our experiences. They tap into our natural predispositions of seeking pattern, perceiving agency, simulating and connecting events, and imputing meaning into what we experience. Instructors can take advantage of this predisposition and facilitate student learning by viewing stories from a broad perspective and intentionally connecting stories and storytelling principles to the concepts and principles they want students to learn. Instructors can capture students' attention, nurture a more social atmosphere, and engage their students' emotions and cognitive abilities. Previous work on using stories to teach has highlighted four types of story-based instruction: case-, narrative-, scenario-, and problem-based. I extend this work by offering practical suggestions for incorporating stories into the classroom. I list possible objectives, discuss methods, and share examples that range from simply sharing a relevant story or anecdote or incorporating storytelling methods, to using a story framework to undergird an entire course. I then discuss various costs and benefits in the use of stories to facilitate learning. The methods I discuss can be used in a wide range of courses, and I encourage instructors to consider how they incorporate a broader, more intentional use of stories into their teaching.  相似文献   

7.
ABSTRACT

To tell the whole story of the struggle for woman suffrage, we need to begin the story well before 1848 and continue it long after 1920. For those teaching about woman suffrage, this essay offers resources that enable you to situate the 19th Amendment within a richer narrative of woman suffrage.  相似文献   

8.
Background: Science educators have sought to structure collaborative inquiry learning through the assignment of static group roles. This structural approach to student grouping oversimplifies the complexities of peer collaboration and overlooks the highly dynamic nature of group activity.

Purpose: This study addresses this issue of oversimplification of group dynamics by examining the social leadership structures that emerge in small student groups during science inquiry.

Sample: Two small student groups investigating the burning of a candle under a jar participated in this study.

Design and method: We used a mixed-method research approach that combined computational discourse analysis (computational quantification of social aspects of small group discussions) with microethnography (qualitative, in-depth examination of group discussions).

Results: While in one group social leadership was decentralized (i.e., students shared control over topics and tasks), the second group was dominated by a male student (centralized social leadership). Further, decentralized social leadership was found to be paralleled by higher levels of student cognitive engagement.

Conclusions: It is argued that computational discourse analysis can provide science educators with a powerful means of developing pedagogical models of collaborative science learning that take into account the emergent nature of group structures and highly fluid nature of student collaboration.  相似文献   

9.
ABSTRACT

Multicultural education generally takes place as culturally competent adults prepare other adults to work with a variety of student youth. In this paper, we present an alternative that disrupts the pattern of adults teaching about youth. Our alternative has youth educating adults in ways that centre youth’s experiences and insights with schooling. We discuss the educative efforts of Chroma, a youth community for LGBTQIA+ and allied youth aged 12–20. First, we tell the story of Chroma’s educative efforts. Then, we discuss our methodology. Next, we discuss three key sets of insights about their educative efforts – anchoring expertise, meeting adult learners halfway, and barriers to learning. We raise questions inspired by these findings. At last, we conclude with a deconstruction of the adult–youth binary in multicultural education and ethnographic research.  相似文献   

10.
Abstract

The current study assessed how previous experience with therapy impacted college students' perception of a clinician displaying symptoms of burnout. One hundred forty-seven undergraduate students viewed a videotaped therapy vignette depicting segments of three consecutive psychotherapy sessions. The therapist displayed symptoms of burnout (e.g., fatigue, clock watching) in one of the sessions. Participants rated the therapist on the following variables: liking, competence, level of concern, dedication to the field, and whether the client should continue to be treated by that therapist. As predicted, participants who indicated that they had been in therapy in the past rated the therapist significantly lower on four of these dimensions compared with subjects who had no prior experience in therapy. The results suggest that students who have previously been in therapy are more critical of a fatigued and distracted therapist.  相似文献   

11.
Abstract

The story we are about to tell occurred when Gayle was a middle school science teacher and graduate student in Joanne's seminar on the study of teaching. Gayle was trying to make sense of her science students' indifference toward the environment, an attitude that concerned her as an environmentalist. She turned her inquiry into an action research project that sought to answer the question, ‘What are the assumptions that my middle school students have about their relationship with the environment?’ Joanne was mentoring Gayle in her action research study, and at the same time exploring Gayle's perspective as an action researcher. Now, several years later, we are both action researchers and teacher educators and understand that we have been looking through the eyes of our students in order to become scholars of our own teaching.  相似文献   

12.

This emergent case study explores a special case of mentoring about the value and relevance of graduate administration programmes for professionals aiming to lead schools. It describes a questionnaire that was piloted with a graduate education group and then completed by beginning school administrators who were also interviewed. A graduate professor and student in a leadership programme collaborated on this study in order to more fully represent crucial perspectives. Their analysis of the questionnaire data suggests that some administrative tasks and duties (e.g., mediating school conflicts) are considered of the utmost importance for new school leaders to know. Topics covered by this emergent analysis of administrator preparation and related reform issues include a veteran teacher's story, major climate issues, literature on school administrator preparation that elucidates mentoring themes, insights from new school administrators, and examples of graduate programmes that include relevant education internships. Discussion focuses on concepts and examples of educational internship solutions and initiatives. The authors conclude with a call for programmatic improvement from the perspective of challenges that will need to be addressed to ensure change.  相似文献   

13.

This article addresses the question of what is entailed in enhancing teacher quality and student achievement through university-school partnership. It compares two different secondary schools working in partnership with Clark University in Worcester, Massachusetts. University Park Campus School (UPCS) is a small, neighborhood-based school that spans grades 7–12 and serves 215 students. South High School is a large comprehensive high school, with grades 9–12, and 1500 students. UPCS has attained an exceptional level of effectiveness, as reflected in student achievement; all students have passed the statewide test on their first try, with most scoring in the top two performance categories (“proficient” and “advanced”), and qualified for postsecondary education. In contrast, South High, committed to a major restructuring initiative, marks improvement more slowly and incrementally. While scale looms large as a factor in explaining the effectiveness of each school (an instrumental factor), the story of the differences between the two schools is more complex. The comparison focuses on the most salient dimensions in an effort to understand critical cultural dimensions of effectiveness.  相似文献   

14.

Cultural differences appeared to establish a communications barrier between this teacher and her student teacher. Perhaps Mrs. Bloom's experiences will be helpful to other supervisors who work with foreign student teachers.  相似文献   

15.

Qualitative data can allow us to see multiple meanings and realities of human experiences. Sometimes the variations of realities makes interpretation challenging. This article provides examples of how metaphors, related to the life history context, "extend horizons of insight and create new possibilities" (Morgan, 1997, p. 351) to view the participants, the researcher, and the story of research as well as to add to the knowledge about Finnish scientists' creative processes. Metaphors connect different layers of text (academic story (normal font), personal story (bold font), and the meta-story) and tease out a story of research with multiple faces, changing stages, views, and alternative interpretations. I do not look for conclusions or a single definition of creativity. Rather, I ask questions and trouble the "category of creativity", addressing methodological issues of educational research.  相似文献   

16.

This paper is a critical reflection on students' withholding of relevant personal stories in a college classroom which was uniquely designed to validate and welcome them. The instructor in Stories Under the Skin, an interdisciplinary course in history of science at Harvard, generously shared her own stories in lectures, regularly called upon students' subjective judgement, and engaged them in explicit discussion of the value of personal experience as evidence. Still, students' reactions were those of hesitancy and questioning the appropriateness of personal stories in an academic or scientific discussion. The qualitative lens used in this research not only helps capture the polyphony of student opinions on the subject, but also serves as a key point of debate about the use of interpretive, qualitative data in an academic setting today. The paper calls on students and instructors to acknowledge the difficulty of presenting subjective experiences in the context of academic or scientific discourse, and to consider ways of legitimizing and stimulating the constructive use of personal story in a college classroom.  相似文献   

17.
Many students struggle with writing skills. This study focuses on three students (second and fourth grades) who were classified with a learning disability by their school. These children had writing goals and objectives (i.e., characteristics of having dysgraphia) included in their Individual Education Plan. In a single case design format, each student was taught the Ask, Reflect, Text (ART) mnemonic strategy to help improve story content and quality. The components of ART include students Ask themselves a series of seven questions; the students then Reflect on their answers and illustrate their story-content responses with art media (e.g., paints, colored markers, play dough); and from this prewrite illustration, students generate their Text. All participants improved greatly in story content. They also improved in story quality but to a lesser extent.  相似文献   

18.

Drawing on a 3-year study focusing on the shaping influences of the professional knowledge landscape on the personal practical knowledge of experienced teachers, we first explore how stories are shaped as they are told and responded to in different places and, second, explore whether or not this sharing leads to imagining new possibilities for retelling and reliving stories. By sharing and exploring a story of a disagreement between a parent and a teacher, we focus on what we do when we tell stories in schools and what we do when we tell stories off the school landscape. In making meaning from this story, we show that both in the teacher's living of the story with the parent and in her numerous recountings of the story to others on the school landscape, she did not have opportunities to figure out new ways to relive the story. In our research group, she shared her story again. In this telling, we asked her to focus on who she, the mother, and the principal are in the story, and we inquire into what plotlines each were living. We ask questions about how they were positioned as characters in relation to one another. Re-searching the story in this way enabled us to understand the embodied nature of the teacher's knowing and how this knowledge shaped the events of the story as they were lived out, particularly how the teacher's living of a relational story countered the story of teacher and principal as positioned above parent. By drawing on Nelson's work on 'found' and 'chosen' communities, we imagine ways in which schools could become chosen communities where the story of school might be one of fostering the living out of multiple stories. We imagine the stories emerging from such communities might significantly shape the landscape of schools by opening up new possibilities for living in relation with others.  相似文献   

19.
Abstract

In this study, we investigated the effects of previewing on children's comprehension of a televised story. Using a variation of Ausubel’s advance organizers, a 1½-min edited video was constructed to provide children with a brief overview of the basic plot structure before seeing the televised story Soup and Me. Study 1 examined the effects of previewing with 48 second graders using a multiple-choke test of 20 items, which assessed their recall of central, incidental, and inferential story information. Our results indicated that viewing a preview before a televised story significantly increased students' comprehension of plot-essential information, but did not influence their learning of incidental information or their ability to draw inferences from the story. Study 2 examined previewing’s effects on free recall with 39 first graders. Those students in the preview group recalled the episodic structure of the story significantly better than the control group did. Previews appeared to act primarily as a cuing device, drawing children's attention to certain central aspects of the story. These results indicate that previewing may be an effective mediational technique for enhancing children's comprehension and retention of plot-essential information from a televised story.  相似文献   

20.
Abstract

In this study, the effects of two teacher-directed prereading instructional procedures (directed reading activity [DRA] vs. story grammar/structured overview story mapping) on literal and inferential reading comprehension were compared. Sixty third-grade and 60 fifth-grade students were randomly assigned to treatment groups, and data were analyzed within grade levels by an analysis of variance. The prereading modified story mapping procedure resulted in 14% better inferential comprehension (p < .0005) and 7% better literal comprehension than did DRA at the third-grade level. Statistically significant differences between groups were not found at the fifth-grade level. Implications for practice and theory are suggested.  相似文献   

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