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Karolina Gombert Flora Douglas Karen McArdle Sandra Carlisle 《Educational Action Research》2016,24(4):583-597
This article reflects on ethical limitations and dilemmas encountered during fieldwork of the Foodways and Futures project (2013–2016). Foodways and Futures is a qualitative action research project aimed at exploring the food choices of former homeless young people (aged 16–25) in Aberdeenshire. In Scotland, where over 13,000 young people become homeless every year, Foodways and Futures aims to address social injustices as well as the implications of malnutrition in young people. Four interrelated main themes surrounding ethics became apparent during fieldwork: issues of communication, trust, issues with consent forms and power relations. Reflecting on these themes makes it clear that ethical guidelines are not necessarily beneficial for researchers as well as participants, especially if they are part of so-called vulnerable groups. 相似文献
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Joanne Carlisle Ben Kelcey Dan Berebitsky Geoffrey Phelps 《Scientific Studies of Reading》2013,17(5):409-439
The purpose of this study was to determine whether third-grade teachers' instructional actions during reading comprehension lessons contributed to their students' reading comprehension achievement. Our framework focused on teachers' emphasis on three dimensions of instruction (pedagogical structure, teacher-directed instruction, and support for student learning), as observed in comprehension lessons across a year. Third-grade teachers' instruction was analyzed first by measuring their latent propensity to engage in instructional actions in the three dimensions and then by using these latent variables in a multilevel model to examine their students' gains in reading comprehension. Results provided support for the theoretical dimensions, taking into account contextual variables including lesson, student, and teacher characteristics; teachers' engagement in teacher-directed instruction and their support for student learning significantly contributed to their students' reading comprehension. Results suggest that analysis of teachers' instructional actions within and across lessons is a promising approach for the study of effective reading instruction. 相似文献
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Current debates concerning effective professional development for teachers of early reading have focused on the potential benefits of a literacy coach in providing sustained support and guidance for teachers?? learning from a professional development program. In this study, we compare the response of first-grade teachers to a model of professional development that did or did not include a literacy coach (i.e., PD Coach or PD No Coach) by examining teachers?? attitudes toward professional development, their instruction, and student outcomes. We also take into account teachers?? views about their school climate, as these might influence their response to professional development activities. Results showed no differences in teachers?? attitudes toward the professional development, the support of their principal, or opportunities for collaboration with other teachers. The PD Coach teachers differed from the PD No Coach teachers in aspects of instruction relevant to the professional development program. Further, students in PD Coach teachers?? classrooms made greater improvements in word decoding from fall to spring. The support of the principal contributed to these outcomes. The results suggest benefits of a model of professional development in reading that included school-based coaching for first-grade teachers. 相似文献
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This investigation explores Latin study as a possible route to superior spelling proficiency. The spelling ability of two groups of academically able eleventh graders — students of Latin and students of other second languages — is compared. It was found that the Latin students were superior in general spelling ability and were particularly proficient at spelling words of Latin origin. In addition, analysis of the spelling of derivatives for which knowledge of Latin could either facilitate or mislead the speller shows that Latin students were differentially affected by the two types of derivatives. In contrast, students of other second languages, lacking the knowledge of Latinate derivatives, simply made more errors on both types of words. Thus, it appears that Latin study does have an effect on spelling performance. Whether it can fully account for the superior spelling proficiency of the Latin students, however, remains a question to be answered by a prospective longitudinal investigation. Implications for instruction drawn from the present study are discussed. 相似文献
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Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue 总被引：1，自引：0，他引：1
This paper attempts to advance the thinking in Stetsenko’s paper by situating the concepts of relational ontology and transformative
activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko’s ideas more
operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education.
Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from
participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the
coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential
for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships,
dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.
相似文献
| Colette MurphyEmail: |
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This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent
teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching.
In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to
alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different
models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching.
We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria
from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice
and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of
the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require
such intervention. We conclude our discussion with some suggestions to take forward this important work.
相似文献
| Colette MurphyEmail: |
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Animals working for heat in a cold environment increase responding when reward duration is reduced, but in many instances the increase in responding is not sufficient to prevent a decrease in the amount of heat obtained. Eight experiments were conducted to investigate the reason why rats’ barpress responses for heat are less efficient at short reward durations. The results show that a ceiling effect is not involved and also that improper response-topography or differences in whole-body heat absorptivity or in response effort cannot explain the phenomenon. Evidence was found for the hypothesis that response rate does not increase sufficiently at short reward durations because many short rewards produce a greater afferent signal than do few long rewards. This inequality seems to be caused by characteristics of the stimuli that result in a greater relative change in skin temperature (ΔT) or in the rate of change of skin temperature (δT/δt) for short-duration rewards. 相似文献
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