Technical Communication Teachers as Mentors in the Classroom: Extending an Invitation to Students     

Beverly B. Zimmerman  Danette Paul 《Technical Communication Quarterly》2007,16(2):175-200

In this article, we argue that mentoring of technical communication students must occur within the classroom. In our survey of students, we found that most students felt they had not been mentored. In our ethnography, we found that although students could define the term “mentor”, many were conflicted about its value. This confusion made students less likely to seek out or recognize mentoring opportunities. Students recognized mentoring practices that teachers implemented; however, they did not necessarily identify those practices as “mentoring”. We conclude that confusion arose from students' ambiguous views about mentoring and the lack of standard mentoring practices in the humanities. Therefore, teachers who intend to mentor in the classroom must (a) be more explicit in implementing elements that distinguish mentoring from teaching (e.g., intent and involvement), (b) extend an invitation to students to be mentored, and (c) help students develop a professional identity.  相似文献   

The impact of professional learning on in-service teachers’ pedagogical delivery of literacy-infused science with middle school English learners: a randomised controlled trial study in the U.S     

Fuhui Tong  Beverly J. Irby  Rafael Lara-Alecio  Cindy Guerrero  Shifang Tang  Kara L. Sutton-Jones 《Educational studies》2019,45(5):533-553

ABSTRACT

Research in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers’ instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students’ expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience.  相似文献   

Teachers' use of rubrics to score non‐traditional tasks: factors related to discrepancies in scoring     

Sherry L. Meier  Beverly S. Rich  JoAnn Cady 《Assessment in Education: Principles, Policy & Practice》2006,13(1):69-95

This study considered middle school mathematics teachers’ use of rubrics to score non‐traditional tasks. A group of eighth‐grade teachers attended a two‐day workshop where they evaluated assessment tasks and discussed the use an associated scoring rubric. Scored samples of student work submitted by the teachers indicated that they had difficulty using the rubrics for scoring. When compared to expert ratings, all except one teacher had discrepancies in scoring and some discrepancies indicated major problems. These discrepancies appear to be related to whether the task contained familiar or unfamiliar content and the mix of procedure and explanation the task required. Several other factors related to discrepancies, such as leniency errors, teacher knowledge, and the halo effect are also discussed. With the expanded use of rubrics in many arenas, these results show the need for more professional development related to rubric use.  相似文献   

A Program for Counseling and Campus Support Services for African American and Latino Adult Learners     

Juneau Mahan Gary  Beverly Kling  Betty N. Dodd 《Journal of College Counseling》2004,7(1):18-23

This study describes counseling and support services for African American and Latino adult learners that reduce barriers to graduation. Procedures adapted traditional counseling by (a) using faculty counselors and (b) including gender‐, culture‐, and adult‐based perspectives in individual and group counseling and peer support. Support relevant to the learners' needs is effective in retaining adult learners, thereby making higher education accessible to a student body inclusive of adult learners.  相似文献   

Pedagogical differences during a science and language intervention for English language learners     

Tiberio Garza  Margarita Huerta  Rafael Lara-Alecio  Beverly J. Irby  Fuhui Tong 《The Journal of educational research》2018,111(4):487-496

The purpose of this study was to compare and describe 8 fifth-grade classrooms by their teachers pedagogy during a quasiexperimental, longitudinal, and field-based project focused on increasing English language learners' (ELLs') achievement in science and language. The larger study found statistically significant and positive intervention effects in favor of the treatment group on measures of science and language achievement. This study adds an in-depth analysis of the teacher pedagogical practices contributing to students' science and language achievement as captured by an observational instrument used during the project. Results from the analysis show how treatment teachers, when compared to control teachers, focused on activities promoting verbal and written interaction among the students and dense cognitive language use during science inquiry instruction. The findings support the importance of effectively using language in the science classroom to improve ELLs' science and language achievement. Implications for future research and practice are discussed.  相似文献   

Examining Trauma-Informed Teaching and the Trauma Symptomatology of Court-Involved Girls     

Crosby  Shantel D.  Day  Angelique  Baroni  Beverly A.  Somers  Cheryl 《The Urban Review》2019,51(4):582-598

Young women living in urban contexts, particularly those with involvement in the foster care and juvenile justice systems, experience significant barriers to academic well-being as a result of childhood trauma. To date, little research has been done to evaluate evidence-based, trauma-informed educational interventions to improve outcomes among these students. This study used survey data from a multi-year trauma-informed teaching intervention to quantitatively measure the well-being of trauma-exposed girls in an urban, trauma-informed school setting. The study explored whether girls at a trauma-informed school demonstrated significant changes in trauma symptomatology and whether these changes varied by race/ethnicity. As hypothesized, participants experienced a statistically significant decrease in trauma symptoms over the observation period. However, there were no significant differences in trauma symptom change based on race/ethnicity. Policy and practice implications are discussed.

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Strategy Precedes Operational Effectiveness: Aligning High Graduation Rankings With Competitive Graduation Grade Point Averages     

Maurice Apprey  Kimberley C. Bassett  Patrice Preston-Grimes  Dion W. Lewis  Beverly Wood 《Peabody Journal of Education》2014,89(3):305-317

Two pivotal and interconnected claims are addressed in this article. First, strategy precedes program effectiveness. Second, graduation rates and rankings are insufficient in any account of academic progress for African American students. In this article, graduation is regarded as the floor and not the ceiling, as it were. The ideal situation in the promotion of strategy is the alignment of high graduation rates or rankings with high graduation cumulative grade point averages. This strategic alignment is precisely what needs to be formulated in the first instance before making judgments about program development and/or operational effectiveness. The work of the Office of African American Affairs of the University of Virginia provides the context for observing trends in academic performance that illustrate the optimal alignment between high graduation rankings and correspondingly high grade point averages.  相似文献   

The Prediction of Antisocial Behavior from Avoidant Attachment Classifications   总被引：2，自引：0，他引：2  

Beverly I. Fagot  Kate Kavanagh 《Child development》1990,61(3):864-873

109 Children were classified using the Ainsworth Strange Situation at 18 months. 81 children who were unequivocally classified as insecure/avoidant (A1, A2) or securely attached (B1, B2, B3) were used in this study. The children's parents reported on occurrences of problem behaviors at 24 months, 27 months, 30 months, and 48 months using several methods. The children were observed at 18 and 30 months in their homes with their families and in toddler playgroups during the same period. The only significant effect for attachment classification was that teachers and observers of the playgroups rated girls classified as insecure/avoidant as more difficult to deal with and as having more difficulty with peers than girls rated as securely attached.  相似文献   

A combined pictorial mnemonic strategy for ordered information     

Joel R. Levin  Christine B. McCormick  Beverly J. Dretzke 《Educational technology research and development : ETR & D》1981,29(4):219-225

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A Longitudinal Comparison of the Social Behavior of Young Children with Disabilities During Exchanges with Adults and Familiar Playmates     

Joan Lieber  Paula J. Beckman  Beverly N. Strong 《Early education and development》1994,5(4):247-259

This study was designed to describe the changes in the social exchanges of young children with disabilities with their mothers and with a familiar playmate over a 16-month period. Thirty children were observed for 15-minute sessions with each partner for four data points. Data were analyzed using a modification of a coding system developed by Vandell and Wilson (1979) to determine changes in the frequency, complexity, and content of the social exchanges. Results indicated that children engaged in more exchanges over time, and that these exchanges became more completely social. In addition, children showed more vocal behavior and more object-related acts over the 16-month period of the study.  相似文献