The humanistic teacher: First the child,then curriculum: A Book Review     

Cheryl J. Craig 《Teaching and Teacher Education》2010

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Pedagogy and practice in STEM field experiences: intersections of student and mentor identity and impacts upon student outcomes     

Christopher J. Felege  Cheryl Hunter  Joshua Hunter  Susan N. Ellis-Felege 《师资教育杂志》2018,44(4):514-516

Practicums, internships and field experiences are essential components in many fields. These varied experiences embed both students and their mentors in immersive experiences. Such immersive experiences are essential for STEM students preparing for future jobs, yet little is known about how these research-intensive and immersive experiences impact the practice of teaching in the natural sciences. In order to evaluate the impact, opportunities and challenges associated with such experiences, our team collected and analysed end-of-semester reflections from five students and their faculty mentor. Thematic analysis related to inferences and implications about the impacts of the experience showed a need to formalize and further develop an understanding of both students’ self-identity and the cultural attitudes of the students and the mentor.  相似文献   

Understanding teacher professional learning through cyber research     

Meg S. Bates  Lena Phalen  Cheryl Moran 《Educational technology research and development : ETR & D》2018,66(2):385-402

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Northeast Under/graduate Research Organization for Neuroscience (NEURON): Our 13th Conference for Neuroscience Trainees and Educators          下载免费PDF全文

Jay P. McLaughlin  Stacey Gomes  Angela Seliga  Sharon Ramos-Goyette  Amy Morrison  Christian G. Reich    Cheryl A. Frye 《CBE life sciences education》2009,8(2):111-113

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Bases of Norms for Cable-Tension Strength Tests for Upper Elementary,Junior High,and Senior High School Girls     

Cheryl W. Maglischo 《Research quarterly for exercise and sport》2013,84(3):595-603

Abstract

Twelve anthropometric measures and 23 derived indexes were obtained from 72 girls at each level along with 25 cable tensiometer strength tests which were averaged as the criterion. The measures, indexes, and strength criterion were intercorrelated. The highest multiple correlations with the strength criterion were .822, using height times the cube root of weight and arm girth/thigh girth at the elementary level; .784, using chest girth times standing height and shoulder width at the junior high level; and .607, using arm girth and shoulder width/hip width at the senior high level. Combining all levels gave an r of .844 using age and weight. Anthropometric measures intercorrelated higher for elementary school girls, but the indexes intercorrelated higher at the junior and senior high levels than at the elementary level.  相似文献   

Discrimination of Visual Linear Velocities     

Charles H. Shea  Cheryl Northam 《Research quarterly for exercise and sport》2013,84(3):222-225

Abstract

The purpose of the present study was to determine velocity discrimination characteristics of subjects in a difference threshold paradigm. After recruitment, 180 male and female subjects were randomly assigned to 1 of 6 groups differentiated by the length of the stimulus runway and the subjects' orientation to the stimulus. Stimulus velocities were presented on a modified Bassin Anticipation Timer with presentation rate controlled by a programmed timer. The criterion velocities were 134.11, 268.22 and 402.33, cm/sec with variable velocities ranging 44.7 cm/sec above and below the criterion in 8.94 cm/sec increments. The method of constant stimuli was used with 198 trial pairs presented (constant 7 second stimulus presentation interval). The results indicated that the discrimination of horizontal linear velocity follows a prothetic continuum. That is, the just noticeable difference increased in proportion to the increase in the criterion velocity. In addition, the subjects' orientation to the stimulus and the viewing distance (length of runway) seemed to play little or no role in the discrimination process.  相似文献   

What spurs curriculum making in physical education? Four narratives of experienced teachers     

Suhak Oh  Wonjung Kim  Cheryl J. Craig 《Sport, Education and Society》2013,18(2):243-266

Anchored in the narrative inquiry tradition, this paper examines commonly held motives about curriculum making from the perspectives of four experienced physical education teachers in Korea. Field texts were collected throughout by employing narrative research tools such as in-depth interviews, focus groups, class observations and documents analyses, and transformed into research texts using broadening, burrowing, and storying and restorying as suggested by Connelly and Clandinin. For experienced physical educators, this paper illuminates what motivates curriculum making as a narrative phenomenon storied and restoried over time. Different stories produced different motives of curriculum making, and a number of issues related to teacher development for curriculum making emerged.  相似文献   

A web-based breastfeeding education program          下载免费PDF全文

Cheng WC  Thompson CB  Smith JA  Pugh L  Stanley C 《The Journal of perinatal education》2003,12(1):29-41

Two Web-based breastfeeding programs were developed to provide new parents with necessary information on proper breastfeeding techniques. One version was plain text and the other version combined text with graphics. The computer was viewed as a valuable learning tool. The breastfeeding program that contained graphics was preferred over the text-only program. Educators are encouraged to use Web-based graphic programs to provide breastfeeding education to new parents.  相似文献   

Critical Race Parenting: Understanding Scholarship/Activism in Parenting Our Children     

Christin DePouw  Cheryl Matias 《Educational Studies A Journal of the American Educational Studies Association》2016,52(3):237-259

Parenting is often discussed in the field of education, but frequently in terms of family or community deficiency, rather than strengths (Bonilla Silva, 2006; Few, 2007), particularly when communities of color are being examined. In this conceptual article, we advocate for the use of critical race theory (CRT) in discussions of parenting and utilize counterstorytelling to validate the lived experiences of parents like ourselves, who are critical race scholars as well as mothers of children of color. Our counterstories will be embedded throughout the discussion as a way to highlight the relationships between academic research and lived experience. Through reviews of academic research and counterstorytelling, we explain the relevance of critical race parenting and the ways in which the inclusion of CRT can support more historically situated, contextual, and complex engagements with the interplay between race and parenting of children of color.  相似文献   

Mapping the social side of pre-service teachers: connecting closeness,trust, and efficacy with performance     

Yi-Hwa Liou  Alan J. Daly  Esther T. Canrinus  Cheryl A. Forbes  Nienke M. Moolenaar  Frank Cornelissen 《Teachers and Teaching》2017,23(6):635-657

This exploratory study foregrounds the important, but often understudied social side of pre-service teacher development and its relation to teaching performance in one university-based teacher preparation program in the US. We examine the extent to which pre-service elementary teachers’ social relationships and perceptions of peer trust and efficacy are associated with performance on a high stakes mathematics teaching assessment. Findings suggest that social and emotional support through close social ties, peer trust, and self-efficacy are significantly and positively associated with pre-service teachers’ teaching performance. Our work further contributes to the development and discourse about teacher education in university-based teacher preparation programs.  相似文献