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41.
Robert Strom Aileen Johnson Shirley Strom 《International Journal of Disability, Development & Education》1990,37(3):245-254
GIFTED EDUCATION programs typically underrepresent children from minority ethnic and low income backgrounds. In this study, uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters in the United States who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children. 相似文献
42.
Aileen Schulte 《Innovative Higher Education》2003,28(2):107-118
Asynchronous courses (taught exclusively via computer-mediated communication) present particular pedagogical dilemmas. This article builds on the assumption that interactivity (regular patterns of written communication between the instructor and students and among students) is an important strategy to facilitate learning and reduce isolation in asynchronous courses. Based on my experiences as an instructor in this medium, I discuss my attempts to initiate and promote discussion. Data from three semesters of my asynchronous course reflect a general increase in interactivity as well as a decrease in problematic patterns of interaction. 相似文献
43.
Aileen Hale Jennifer Snow-Gerono Fernanda Morales 《Teaching and Teacher Education》2008,24(6):1413-1425
This article presents a study of the effects of creating a bridge between the narrative and ethnographic methods and writing processes as a means to more effectively educate teachers of culturally diverse learners. Ten teacher participants from a Masters of Education (M.Ed.) degree program in Bilingual Education at a university in the northwestern United States took a sequence of courses in which instructor-researchers taught them narrative and ethnographic pedagogy, theory, and methodology. Through qualitative methods, instructor-researchers analyzed teacher participants’ personal narratives and ethnographic case studies for generative themes. In discovering the commonalities of themes between these two methods of inquiry, the research reveals the value and transformative nature of building a bridge between narrative and ethnographic methods. The following overlapping generative themes were voiced by teacher participants: (1) awareness of self and others; (2) consciousness of educational issues and their implications; (3) transformative action and advocacy. These themes are substantiated with related literature and further elucidated upon in the paper. 相似文献
44.
KEY INFORMANTS' PERSPECTIVES ON TEACHER LEARNING IN SCOTLAND 总被引：1，自引：0，他引：1
Aileen Kennedy Donald Christie Christine Fraser Lesley Reid Stephen McKinney Mary Welsh Alastair Wilson Morwenna Griffiths 《British Journal of Educational Studies》2008,56(4):400-419
ABSTRACT: This article outlines the policy context for teachers' learning and continuing professional development in Scotland and considers this in relation to the perspectives of key informants gained through interview. The analysis draws on a triple-lens conceptual framework and points to some interesting contradictions between the policy text and the expressed aspirations of the interviewees. Current policy and the associated structural arrangements are viewed as broadly positive, but interviewees express concerns that an unintended emphasis on contractual arrangements might inhibit the more transformative elements of professional learning. 相似文献
45.
Jeff Williams Aileen McCrillis Richard McGowan Joey Nicholson Alisa Surkis Holly Thompson 《Medical reference services quarterly》2013,32(2):157-166
With nearly all library resources and services delivered digitally, librarians working for the New York University Health Sciences Library struggled with maintaining awareness of changing user needs, understanding barriers faced in using library resources and services, and determining knowledge management challenges across the organization. A liaison program was created to provide opportunities for librarians to meaningfully engage with users. The program was directed toward a subset of high-priority user groups to provide focused engagement with these users. Responsibility for providing routine reference service was reduced for liaison librarians to provide maximum time to engage with their assigned user communities. 相似文献
46.
Unprecedented levels of global mobility mean that culturally homogenous classrooms are now increasingly rare. This brings with it challenges for teachers and raises issues about what constitutes quality teaching and teachers. Professional standards are commonly seen as a key policy instrument through which teacher quality can be enhanced. This article presents an analysis of teacher professional standards from five of the most culturally diverse nations in the English-speaking world. Using critical discourse analysis, we examine how culturally and linguistically diverse learners and culturally responsive pedagogy are positioned, and what the standards stipulate teachers should know, and be able to do, in fulfilling their professional obligations. We conclude by raising concerns about how the official representations of teaching in particular national contexts fail to position culturally diverse learners and culturally responsive teaching as a priority. 相似文献
47.
The paper examines whether, if leadership is defined by the willingness to tackle wicked issues, and if action learning is employed for leadership development purposes, do the action learning participants on leadership development programmes address such wicked issues? It adopts a version of dialogical sense-making to consider this and describes an attempted literature review which led to a series of questions on academic motivations, puzzles and problems, when exactly a problem is wicked, the possible difference between private and public problems, leader development and leaderful practice. It failed to identify such evidence and it is postulated that this is due to the individual-focused nature of leader development. 相似文献
48.
Aileen Kennedy 《欧洲师范教育杂志》2011,34(1):25-41
This paper explores stakeholders' views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers. It draws on two projects which each explore perceptions of CPD for teachers in Scotland. The data include interviews with key informants and with practising teachers as well as survey data from Year 2–6 teachers. Analysis of data reveals an aspirational view of collaborative CPD, yet some of the data also reveal a pragmatic, occupational approach to CPD where the structure of the CPD framework is seen as fixed and not conducive to collaborative endeavour. The data are analysed with reference to the triple lens framework which offers a composite framework for understanding teacher learning. The analysis is considered in relation to both the growing literature on collaborative CPD and the current policy context in Scotland, drawing out key messages of relevance to wider European and international contexts. 相似文献
49.
Ong K Elliott B Ackland T Lyttle A 《Sports biomechanics / International Society of Biomechanics in Sports》2006,5(1):77-94
The aim of this study was to examine the inter-relationship between athlete morphology, equipment set-up and performance in elite sprint kayaking. Correlations applied to data from the 2000 Olympics were used to select the most important links between morphology and boat set-up--paddle grip width and foot-bar distance. Associations between body size and the above selected equipment set-ups were calculated using a Pearson correlation matrix, to facilitate the logical selection of independent variables as input for regression analyses. Significant (p < 0.01) regression equations were developed for the prediction of foot-bar distance (r2 = 0.589: standard error of estimate (SEE) = 4.48) and paddle grip width (r2 = 0.541: SEE = 3.08). Three national-standard sprint kayakers used their preferred set-up together with modifications of their predicted set-up, derived from Olympic data, to test performance tolerance in sprint kayaking. Mean coefficients of multiple determination over three trials for the three paddlers of 0.91, 0.91 and 0.92 for left paddle force, right paddle force, and paddle angle at water entry, respectively, were recorded when using their preferred set-up. These data showed that the paddlers produce consistent patterns of motion. The intervention of altering the boat set-up resulted in varying changes to boat speed. The mean preferred speed for the three paddlers of 4.47 m/s was reduced by 0.07 and 0.10 m/s when the above boat set-up was modified to a predicted and 'predicted plus one standard deviation'respectively. These changes in boat speed were the result of alterations in the mechanics of paddling technique. 相似文献
50.
The aim of this study was to compare the somatotype and size of elite female basketball players in terms of playing position and team performance. Anthropometry and somatotype data were collected on 168 players from 14 countries before the Women's World Basketball Championship, Australia, 1994. There were 64 guards (mean +/- s: age 25.4 +/- 3.3 years, height 1.72 +/- 0.06 m, mass 66.1 +/- 6.2 kg, somatotype = 2.9-3.9-2.6), 57 forwards (age 25.2 +/- 3.8 years, height 1.81 +/- 0.06 m, mass 73.3 +/- 5.9 kg, somatotype = 2.8-3.5-3.2) and 47 centres (age 24.1 +/- 3.1 years, height 1.90 +/- 0.06 m, mass 82.6 +/- 8.2 kg, somatotype = 3.2-3.1-3.4). Mean somatotypes by position were significantly different (F = 7.73, P < 0.01). Guards had greater mesomorphy than centres and less ectomorphy than forwards and centres. When discriminant function analysis was applied to endomorphy, mesomorphy, ectomorphy, age, height and mass, only height, mass and ectomorphy entered (Wilks' lambda = 0.351, F = 31.40, P < 0.000), 70% of the variance was accounted for, and 72% of players were correctly classified. In the four top versus four bottom teams, guards were taller and more ectomorphic, forwards were taller, with lower mesomorphy and higher ectomorphy, and centres did not differ. Thus there are some differences in somatotypes by position and team placing, but the combination of height, mass and ectomorphy provide the best differentiation by position. 相似文献