Promoting Independent Interactions Between Preschoolers with Autism and Their Nondisabled Peers: An Analysis of Self-Monitoring     

Denise D. Shearer  Frank W. Kohler  Kristin A. Buchan  Kerry M. McCullough 《Early education and development》1996,7(3):205-220

This study examined the effects of self-monitoring on the activity engagement and social interaction of three preschoolers with autism. Each child participated in daily play activities with one nondisabled peer and received little adult direction during an initial baseline phase. Two intervention procedures were then implemented in an alternating fashion during a second condition. The first procedure required an adult to prompt the children to exchange social overtures. The adult also moved beads to record completed exchanges and provided a small post session reward to each child if they accomplished a criterion number of exchanges. During the second monitoring procedure the children moved their own beads while the adult provided fewer prompts and gave a post session reward. The child monitoring procedure was then implemented without prompts during a final follow-up phase. A combined alternating treatment and multiple baseline design were used to examine the effects of each experimental condition. Although all three children exhibited high levels of active engagement during baseline, most of their responses occurred in a solitary fashion. The adult and child monitoring procedures produced equal increases in children's engagement with nondisabled peers during the alternating intervention phase. The child monitoring procedure also maintained children's independent interactions during the follow-up condition. Supplemental observations in follow-up also indicated that children exchanged a wide range of different overtures and exhibited varying levels of consistency in their self monitoring.  相似文献   

Pedagogical approaches for e-assessment with authentication and authorship verification in Higher Education     

Alexandra Okada  Ingrid Noguera  Lyubka Alexieva  Anna Rozeva  Serpil Kocdar  Francis Brouns  Tarja Ladonlahti  Denise Whitelock  Ana-Elena Guerrero-Roldán 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(6):3264-3282

Checking the identity of students and authorship of their online submissions is a major concern in Higher Education due to the increasing amount of plagiarism and cheating using the Internet. The literature on the effects of e-authentication systems for teaching staff is very limited because it is a novel procedure for them. A considerable gap is to understand teaching staff' views regarding the use of e-authentication instruments and how they impact trust in e-assessment. This mixed-method study examines the concerns and practices of 108 teaching staff who used the TeSLA—Adaptive Trust-based e-Assessment System in six countries: the UK, Spain, the Netherlands, Bulgaria, Finland and Turkey. The findings revealed some technological, organisational and pedagogical issues related to accessibility, security, privacy and e-assessment design and feedback. Recommendations are to provide a FAQ and an audit report with results, to raise awareness about data security and privacy, to develop policies and guidelines about fraud detection and prevention, e-assessment best practices and course team support.  相似文献   

Ego development and ethnic identity formation in rural American Indian adolescents   总被引：2，自引：0，他引：2  

Newman DL 《Child development》2005,76(3):734-746

Ethnic identity development was assessed in the context of ego development in 12- to 15-year-old students from a Southeastern American Indian community. Self-protective was the modal level and was characterized by awareness of ethnic group membership but little exploration or self-reflection. Impulsive adolescents had the least developed ethnic identities and highest levels of interpersonal vulnerability. Conformist adolescents expressed positive feelings about ethnic group affiliation, described relationships as harmonious, but demonstrated moderate social anxiety. Postconformist adolescents had the highest levels of agency, social competence, and identity achievement, but also had high levels of psychological distress and family conflict. Adolescent identity strivings may be understood in context with the level and timing of psychosocial maturity, for which ego development appears a useful marker.  相似文献   

Beware comparing salaries     

Denise Nitterhouse 《Early Childhood Education Journal》1986,13(4):10-12

Comparing salaries is a favorite pastime among employees and a necessity for day care center administrators, as qualified employees become increasingly difficult to attract and retain.Denise Nitterhouse is Visiting Assistant Professor in the Dept. of Accountancy at DePaul University. She is on leave from the University of Illinois at Urbana-Champaign.  相似文献   

Modelling graduate skill transfer from university to the workplace     

Denise Jackson 《Journal of Education & Work》2016,29(2):199-231

This study explores skill transfer in graduates as they transition from university to the workplace. Graduate employability continues to dominate higher education agendas yet the transfer of acquired skills is often assumed. The study is prompted by documented concern with graduate performance in certain employability skills, and prevalent skill gaps across developed economies. Using confirmatory factor analysis (CFA) and structural equation modelling (SEM), it models skill transfer in 674 business graduates from 39 different Australian universities. Findings support extant literature with the three areas of learner, learning programme and workplace characteristics influencing transfer. The model highlights the need for a more process-oriented, rather than outcomes-focused, approach to the acquisition and transfer of skills in graduates and the shared responsibility of transfer among stakeholder groups. There is a lack of variation among different graduate groups which suggests a generic model of skill transfer and intervention strategies for educators and employers may be implemented as bestpractice. Ultimately, graduate employers will enhance their investment return on new recruits; educators are more likely to achieve goals of work readiness; and individuals will benefit from career progression and intangible rewards associated with improved performance.  相似文献   

Fairness,trust, and school climate as foundational to growth mindset: A study among Brazilian children and adolescents     

Kendra J. Thomas  Josafá Moreira de Cunha  Denise Americo de Souza  Jonathan Santo 《教育心理学》2019,39(4):510-529

Recent research has established the importance of children and adolescents developing a growth mindset for future success and motivation. This research tests believes about fairness, adult trust, and school climate that are theoretically foundational for establishing a cognitive connection between effort and outcome. Regressions and MANOVAS were conducted to understand the direct and indirect relationships between perceptions of justice, adult trust, school climate and growth mindsets.

The first study included 363 children from Brazilian public schools and the findings supported our hypothesis that adult trust partially mediates the relationship between justice perceptions and growth mindset. The second study included an adolescent sample (n?=?497) from more diverse backgrounds and included a measure of institutional mindset. In this study, school fairness and solidarity mediated the relationship between perceptions of justice on institutional growth mindset. This research can help inform educators and researchers of other constructs necessary to foster a growth mindset.  相似文献   

Daybreak: A Scholarly Biography of Counsellor Educator Dr. R. Vance Peavy     

Denise J. Larsen 《International journal for the advancement of counseling》2004,26(2):177-189

This paper highlights the life of Dr. R. Vance Peavy, one of Canada's long-time counsellor educators and an international speaker and author. Using biographical and narrative research methods, the reader is privy to candid stories revealing intimate connections which Vance made between life experiences and his scholarly convictions for the profession and for counsellor education. Through the vehicle of narrative, important issues are raised which continue to echo through the profession—issues which impact us personally as clinicians and issues which speak to our vision of the profession as a whole.  相似文献   

‘Power to empower’: conceptions of teaching and learning in a pedagogical co-design partnership     

Denise Higgins  Adelaide Dennis  Angela Stoddard  Alexander G. Maier 《高等教育研究与发展》2019,38(6):1154-1167

ABSTRACT

This study is an autoethnographic reflection on power and expertise in an evolving student/staff partnership. The partnership was initiated as pedagogical co-design in the development and implementation of a peer-assisted learning programme. Through a process of critical reflection that linked our partnership experience with themes from relevant literature, we (the staff and student authors) became co-researchers of our practice. The evolution of the partnership provided a unique perspective from which to compare our experiences of power and expertise across both contexts. We characterised our pedagogical co-design partnership as a shift from the more traditional ‘power over’ model of delivery towards ‘power to empower’ where both student and staff partners had agency and voice. Key to this important transition was a shared philosophy of student-centred teaching. As the partnership transformed from co-teaching to co-researching we needed to re-negotiate power dynamics; while our different pathways had converged on a common view of student-centred learning, our research expertise remained disparate. We were able to negotiate this challenge by drawing on our existing relationship based on respect, reciprocity and responsibility, reinforcing views of partnership that value equality of opportunity and a focus on learning and process, rather than equality of contributions and outcomes.  相似文献   

Do student-centred learning activities improve learning outcomes on a BTEC Applied Science course in FE?     

Denise V. Dear 《Journal of Further & Higher Education》2017,41(5):717-726

This article provides quantitative evidence on the effect on learning outcomes of contrasting teaching styles applied to a class of Level 3 final-year students on a BTEC Applied Science course within a further education college in the UK. Two topics within a unit were taught using either a student-centred or teacher-centric (instructional) approach. Learning outcomes were monitored via tests aimed at both surface and deeper learning. Analysis showed that there was no significant difference between instructional or student-centred modes of teaching with respect to surface learning outcomes. However, analysis showed that a significant difference (p = 0.025) had occurred in deeper learning outcomes between the two modes of teaching. Interestingly, in this study, deeper learning was significantly improved after instructional teaching as opposed to student-centred teaching. Possible reasons for this are discussed and related to the role of instruction in vocational science education within FE. Preferences for teaching style were also obtained from the students via a survey and this indicated that PowerPoints were considered helpful whereas practical work and research tasks were very helpful to their learning.  相似文献   

“Performance,Resistance, Caring: Racialized gender identity in African American boys”     

Denise A. Isom 《The Urban Review》2007,39(4):405-423

This study illuminates the meaning making world of 5^th, 6^th, and 7^th grade African American boys in a community based after-school program. Employing participant observation, questionnaire and interviews, the work captures the manifestations of their definitions of gender and racial constructions, including maleness, masculinity, “Blackness,” as well as the intersections of race and gender- racialized gender identity. Their voice revealed the implications of those constructs on schooling along with their sense of the raced and gendered nature of their school experiences. Their sense of identity emerged as multiple, shifting and produced, yet also reflected the presence and desire for a self apart from external constructions.  相似文献