Surveying unstructured time of adults with mental retardation living in two community settings: A search for normalization     

Thomas B. Pierce Jr.  Ruth Luckasson  Deborah D. Smith 《Exceptionality》2013,21(2):123-134

Abstract

We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data.  相似文献   

The Value of a Response Grade     

Norman L. Wittkop 《Clearing house (Menasha, Wis.)》2013,86(2)

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Letters to the editor     

Alex L. Savitz  Kyle R. Carter Ph.D.  Susan Kontos Ph.D.  Dorothy Dodd Ed.D. 《Roeper Review》2013,35(3)

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Patricia Aufderheide and Peter Jaszi: Reclaiming Fair Use: How to Put Balance Back in Copyright     

Robert E. Baensch 《Publishing Research Quarterly》2012,28(1):73-74

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Lifelong education,space and the spirit of place     

L. Gierach 《International Journal of Lifelong Education》2013,32(2):131-132

This paper begins by stating that adult education is facing two challenges. First, adult educators need to help people learn to live in harmony with the environment. Second, adult education must assist people in identifying ways to live peacefully with diversity. It is then argued that currently the field of adult education is characterized by a tension between those who subscribe to the professionalization of adult education and those who subscribe to radical adult education. This tension, it is argued, can be better understood as a shift in the structure of human consciousness. This perspective is then explored using as examples the agrarian and scientific/industrial revolutions as historical turning points in the evolution of new organizing structures of consciousness. This is then followed by an in‐depth discussion of the new emerging structure of consciousness and vision‐logic, and a brief discussion of the implications for adult education.  相似文献   

The practical paradox of technology: The influence of communication technology use on employee burnout and engagement     

Claartje L. Ter Hoeven  Ward van Zoonen  Kathryn L. Fonner 《Communication monographs》2016,83(2):239-263

Technological advancements in the workplace frequently have produced contradictory effects by facilitating accessibility and efficiency while increasing interruptions and unpredictability. We combine insights from organizational paradoxes and the job demands–resources model to construct a framework identifying positive and negative mechanisms in the relationship between communication technology use (CTU) and employee well-being, operationalized as work engagement and burnout. In this study of Dutch workers, we demonstrate that CTU increases well-being through positive pathways (accessibility and efficiency) and decreases well-being through negative pathways (interruptions and unpredictability). We highlight the importance of (1) investigating CTU resources and demands simultaneously to grasp the relationship between CTU and employee well-being, and (2) considering CTU's downsides to successfully implement new communication technologies and flexible work designs.  相似文献   

Reflections on a post September 11 student‐led project: Teaching strategies that foster tolerance and emotional coping     

Jennifer L. Gilliard 《Journal of Early Childhood Teacher Education》2013,34(1):79-84

Abstract

Sixteen preservice teachers participated in a service‐learning project to build tolerance in the community as a result of their desire to do something or to make a difference after the terrorist attacks of September 11, 2001. Student reflection papers revealed an increase in student tolerance and feelings of competence after participating in the project. Student‐led project work enabled students to direct their own learning, reflect on feelings about terrorism and tolerance, participate in collaborative relationships and make a contribution to campus and community life. Advocacy and mentoring are discussed as key teaching strategies for replicating project outcomes. © 2004 Published by Elsevier Inc.  相似文献   

Redefining the meaning of teaching: A work in progress     

Therese M. Kuhs  Carol L. Flake 《The Teacher Educator》2013,48(4):310-320

Abstract

Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed.  相似文献   

Crisis in Elementary Education     

Donald L. Barnes 《The Teacher Educator》2013,48(1)

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ENGAGING WITH FACULTY TO DEVELOP,IMPLEMENT, AND PILOT ELECTRONIC PERFORMANCE ASSESSMENTS OF STUDENT TEACHERS USING MOBILE DEVICES     

Noela A. Haughton  Virginia L. Keil 《The Teacher Educator》2013,48(4):275-284

This article discusses the development and implementation of a technology-supported student teacher performance assessment that supports integration with a larger electronic assessment system. The authors spearheaded a multidisciplinary team to develop a comprehensive performance assessment based on the Pathwise framework. The team collaborated with a third party vendor to implement and field test these assessments supported with mobile technologies in the field. Twenty supervisors completed the field test using 10 iPAQ PDAs and 10 laptops. Eighteen participated in a posttest survey and eight in a focus group debriefing session. Supervisors were overwhelmingly positive about the experience, the value of the updated assessments, and the ongoing plans to support field observations with mobile technologies. However, issues related to training, support, and trust loom largely for successful adoption, diffusion, and successful use of technology-supported assessments.  相似文献