Association of childhood abuse with homeless women's social networks     

Green HD  Tucker JS  Wenzel SL  Golinelli D  Kennedy DP  Ryan GW  Zhou AJ 《Child abuse & neglect》2012,36(1):21-31

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In the wake of the quake: Teaching the emergency     

Sean Sturm  Stephen Turner 《Educational Philosophy and Theory》2018,50(5):519-527

Abstract

The university today finds itself in a global state of emergency, at once financial, military and ecological. Teaching must assume this emergency as premise and responsibility: it must consider the grounds of the classroom, both figurative and literal, and generate emergent lines of inquiry that address the pressing global and local situation. For us, that means that teaching must take the university’s grounds of supposedly universal knowledge to be constitutively unstable and to require a reflexive teaching method that puts in question disciplinary fields and discursive modalities of knowledge. And it must take in the physical grounds of the university too—because local space is increasingly articulated by technocapital interests that are fully implicated in this global state of emergency. Thus, we do not seek stability amidst such turbulence, but rather a seismotic overturning of the grounds of the university or, rather, a returning to its ground, through the deepened sense of purpose and place that ‘teaching the emergency’ provides.  相似文献   

Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus     

Elaine Rumsey Wagner  Susan Marla Orme  Heidi Jean Turner  David Yopp 《PRIMUS》2017,27(2):212-234

Abstract

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article presents three student case studies. These case studies are representative of our findings and serve to summarize the activities we found useful. They also serve as examples of various student experiences during the teaching experiment. One student expressed a continued negative view to using example generation. Two increased in skills and experience and expressed positive changes in views.  相似文献   

ESTABLISHING THE VALIDITY OF A SET OF SUMMATIVE TEACHING PERFORMANCE SCALES     

John Clift  Cedric Hall  Iivi Turner 《Assessment & Evaluation in Higher Education》1989,14(3):193-206

A policy at a New Zealand University to assess lecturers’ teaching performance as an administrative requirement provided for information to be obtained from the chairperson, colleagues, students and the individual being evaluated.

In designing the summative scales to obtain student feedback, four conditions were seen as important for achieving a system acceptable to both lecturers and students. These conditions—length of scale, time to complete the scale, face validity of the scale and the acceptability of the procedures used to distribute the scales, together with the context within which teaching takes place at the Institution, provided constraints to the design of the summative scales.

Following 98 lecturing and 43 course evaluations, the scales were subjected to a principal factor analysis. This analysis showed that the items most strongly related to overall teaching effectiveness, as assessed by students, included the lecturer's ability to communicate ideas and information and to stimulate interest in the subject.

By pooling student ratings from different teaching situations for any one lecture, a Teaching Performance Profile was prepared. This profile increased the reliability and validity of the information obtained. At the same time it provided a summary suitable for combining with the evaluative . information from the other three sources in making a judgement as to the individual's level of teaching competency.  相似文献   

正确的一步   总被引：1，自引：0，他引：1  

Annie  McDermott  张勇 《海外英语》2004,(11):17-18

Betty rubbed her hands together,careful not toput too much pressure on her red,chappedknuckles.Her fingers were numb with cold,aswere her feet,but she couldn’t bend over toreach them.Craning her neck over the bedsidefrom which her legs dangled,Betty inspected her feetfrom her seated position.Her left foot pointed harshlyinward,the big toe angled at nearly forty—five degrees.Grimacing,she scanned the floor for her new slippers,noting the digital clock on her dresser.Eleven-thirty,she thought.Another early morning.Yawning,shewondered if sometimes the fatigue wasn’t worse than thepain.  相似文献   

A repeated-measures examination of organizational stressors,perceived psychological and physical health,and perceived performance in semi-elite athletes     

Max Simms  James E. Turner  Kate Hays 《Journal of sports sciences》2021,39(1):64-77

ABSTRACT

Organizational stressors can undermine the psychological well-being and performance of athletes. Less is known, however, about how these relationships unfold over time and whether organizational stressors can impact upon perceived physical health. The current study, therefore, used a repeated-measures design to examine relationships between organizational stressors with components of perceived psychological (anxiety and depression) and physical (illness symptoms and missed training days via illness) ill-health, and perceived performance at the within-person level. Twenty-three semi-elite female rowers completed monthly measures of study variables for six-months. Multilevel models indicated that selection-related stressors positively predicted symptoms of perceived psychological and physical ill-health, and negatively predicted perceived performance. Conversely, coaching stressors negatively predicted symptoms of perceived psychological ill-health. Logistics and operations stressors positively predicted perceived performance, whereas goals and development stressors negatively predicted perceived performance. These findings demonstrate for the first time that, with a repeated-measures design, organizational stressors can predict components of perceived physical and psychological ill-health, and perceived performance at the within-person level in athletes. From a practical perspective, practitioners should incorporate these findings when diagnosing the need for, developing, and optimally implementing primary and secondary stress management interventions.  相似文献   

Managing the consultant and the client: A two-handled crosscut saw     

Dorothy Earnest Turner  Maureen R. Connors 《Performance Improvement》1980,19(9):12-15

This article focuses on managing the client and the concultant with a performance appraisal process. The authors use their current practical experiences to consider the management of an effective client-consultant relationship. Dorothy writes from her perspective as a training director and user consultants and Maureen from her experience as an independent consultant providing management training and consulting services in the Metropolitan Washington area.  相似文献   

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK     

Laura Clarry  Annie Wood  Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.  相似文献   

Team Shared Cognitive Constructs: A Meta‐Analysis Exploring the Effects of Shared Cognitive Constructs on Team Performance     

John R. Turner  Qi Chen  Shelby Danks 《Performance Improvement Quarterly》2014,27(1):83-117

Sharing similar cognitive structures among team members is one key element for the collective to solve problems and work more efficiently (DeChurch & Mesmer‐Magnus, 2010). Research has shown that team cognition is positively associated with team performance in both organizational and educational settings. Team shared cognition constructs are relatively new constructs and have been identified in the literature as team mental models, shared mental models, information sharing, transactive memory systems, cognitive congruence, and group learning. Cannon‐Bowers and Salas (2001) called for better measures of shared cognition to be developed, partially through the integration of shared cognition measures across disciplines. The purpose of this meta‐analysis is to look at these six team cognition constructs in an effort to help identify which measure, if any, results in predicting team performance best. Results indicated that information sharing was statistically significant compared to team mental memory and group learning, and marginally significant compared to transactive memory systems. Additionally, shared mental models and cognitive congruence showed higher associations with performance compared to team mental models, group learning, and transactive memory systems.  相似文献   

Confronting Prejudice and Stereotypes: A Teaching Model     

Annie McKee  Susan Schor 《Performance Improvement Quarterly》1999,12(1):181-199

ABSTRACT : As the demographics of the workforce continue to change dramatically and the globalization of the marketplace escalates, it becomes increasingly important for employees, managers, and leaders to value differences and to work effectively with people who have various cultures, backgrounds, races, genders, sexual orientations, and languages. The competencies and skills necessary for effectively working across these boundaries do not necessarily come naturally, and it is increasingly essential for organizations to provide opportunities for people to develop the capacity to deal with volatile issues such as diversity, prejudice, and stereotyping. These issues, which lie at the heart of many problematic interpersonal conflicts and systemic dysfunctionalities, are extremely difficult to address in learning situations, whether classroom or boardroom. In this article, we present a management development experience based on the notion that sharing accurate information, developing self awareness, and enhancing the capacity for empathy lead to heightened awareness of the negative consequences of prejudice and stereotyping and quite possibly encourage people to consider adopting more effective attitudes and behaviors. Specifically, we present a conceptual framework upon which diversity education initiatives may be based and a brief activity entitled, “Prejudice in Our Lives,” which has proven very effective in both higher education and management development venues.  相似文献