Learning to teach teachers     

Etta R. Hollins  Christina Luna  Sonja Lopez 《Teaching Education》2014,25(1):99-124

This paper reports on a study of the practices of a cohort of traditionally appointed teacher educators with the responsibility for facilitating teacher learning and learning teaching. The approach used in this investigation involved a practice-to-theory field experience (PTE), a reflective paper analyzing the PTE, and a shared set of readings on pedagogy for facilitating teacher learning and learning teaching with the PTE as context. The participants in this study were 21 students enrolled in an education doctorate program at a Research I university in the Western United States. The findings from the study revealed that the number of years of experience as a teacher educator was not related to competence or effectiveness. Further, it was found that the combined processes of documenting practice, writing a reflective paper, and engaging in focused dialog with peers based on a shared set of readings, and incorporating the PTE as context enabled participants to think critically and co-construct deep knowledge and understanding of the role of the teacher educator and practices for facilitating teacher learning and learning teaching.  相似文献   

COUNSELING THE ELDERLY: A TRAINING PROGRAM FOR PROFESSIONALS     

Martita A. Lopez  Sara L. Silber 《Educational gerontology》2013,39(4):363-374

The present study examined the effectiveness of a training program designed to teach mental health professionals information and skills specific to counseling the elderly client. Twenty‐eight women and four men, ranging in age from 23 to 56, completed the 12‐hour training program. Results indicated that participants showed statistically significant gains on the two major assessment devices after completion of the training program. Concomitantly, job satisfaction and perception of preparedness for their current jobs as counselors to the elderly were affected in a positive direction, providing support for the efficacy of the program. The impact of the training was also sustained at the two‐month follow‐up. Regression analyses revealed that the trainee characteristic that was most predictive of success in the program was that having to do with prior knowledge; those entering the program with a higher level of basic knowledge tended to improve and learn more in training.  相似文献   

Examination of Factors that Predict Academic Adjustment and Success of Community College Transfer Students in STEM at 4-Year Institutions     

Carlos Lopez 《Community College Journal of Research & Practice》2013,37(3):168-182

ABSTRACT

There are a limited number of individuals who possess the skills to fulfill the workforce demand in STEM (science, technology, engineering, and math) in the United States. Therefore, community colleges and 4-year institutions must be able to identify academic and social factors that impact students’ participation in the areas of STEM. These institutions must also explore the possibility that these factors contribute to the high rate of students switching out of STEM fields. This study’s purpose was to develop a better understanding of the perceptions of community college transfer students who continue at a 4-year institution to determine academic and social factors that influenced their academic success in STEM. To collect the quantitative data, the Laanan-Transfer Students’ Questionnaire was utilized. The results of this study reveal that Academic Adjustment was predicted by father’s highest level of education, interaction with faculty at the community college and university, and perception as a transfer student at the university. The cumulative grade point average (GPA), was predicted by the highest level of education of the father, associate degree obtained at the community college, community college transfer GPA, general courses from the community college, transfer credit hours, and university course learning. Overall, the findings indicate that community colleges and 4-year institutions should encourage students to be connecting more in class and after class—not only with their peers, but also with faculty. Findings also suggest that students should become more involved academically and socially to enhance their academic and social adjustment at a 4-year institution.  相似文献   

Learning from the stories of successful undergraduate Latina/Latino students: the importance of mentoring     

Carlos P. Zalaquett  Alana D. Lopez 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):337-353

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Collaborative Mentorship: A Mentoring Approach to Support and Sustain Teachers for Equity and Diversity     

Ann E. Lopez 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):292-311

In this article, I propose collaborative mentorship (CM) as a mentoring approach to support and sustain teachers in diversity and equity education. CM is theorized as a mentoring relationship grounded in critical dialog between mentor and mentee. Drawing on research conducted in a culturally, racially, linguistically, and socially diverse secondary school in Southern Ontario, Canada, this article examines tensions teachers experience with equity and diversity and the knowledge base necessary for such a mentoring approach. As the schools become more diverse, it is vital that teachers seek out new approaches that respond to the changing social contexts. The findings of my research have implications for teacher professional development and teacher training in discovering new ways to support in diverse classrooms.  相似文献   

Characteristics and Correlates of Supportive Peer Mentoring: A Mixed Methods Study     

Laura J. Holt  Melva J. Lopez 《Mentoring & Tutoring: Partnership in Learning》2013,21(5):415-432

In this mixed methods study, we employed thematic analysis (TA) to examine peer mentors’ perceptions of benefits, challenges, and roles they experienced as mentors, as well as benefits and challenges experienced by first-year college students. We also utilized quantitative student ratings to classify mentors as highly, moderately, or minimally supportive in order to determine whether any subthemes from the TA appeared more or less frequently across the three groups. Highly supportive mentors reported greater camaraderie among their seminar students and fewer unmotivated students, but also fewer opportunities to provide support to students. Moreover, mentors’ and students’ perceptions in the minimally supportive group were discrepant; mentors in this group consistently reported providing more support than was perceived by mentees.  相似文献   

White children's empathy-related responding and prosocial behavior toward White and Black children     

Tracy L. Spinrad  Nancy Eisenberg  Sonya Xinyue Xiao  Jingyi Xu  Rebecca H. Berger  Sarah L. Pierotti  Deborah J. Laible  Gustavo Carlo  Diana E. Gal-Szabo  Jayley Janssen  Ashley Fraser  Xiaoye Xu  Wen Wang  Jamie Lopez 《Child development》2023,94(1):93-109

Relations among White (non-Latinx) children's empathy-related responding, prosocial behaviors, and racial attitudes toward White and Black peers were examined. In 2017, 190 (54% boys) White 5- to 9-year-old children (M = 7.09 years, SD = 0.94) watched a series of videos that depicted social rejection of either a White or Black child. Empathy-related responses, prosocial behaviors, and racial attitudes were measured using multiple methods. Results showed that younger children showed less facial concern toward Black than White peers and greater increases with age in concern and prosocial behaviors (sharing a desirable prize) for Black, compared to White, targets. Children's facial anger increased with age for White but not Black targets. The findings can extend our understanding children's anti-racism development.  相似文献   

Characterization and separation of Cryptosporidium and Giardia cells using on-chip dielectrophoresis     

Narayanan Unni H  Hartono D  Yue Lanry Yung L  Mah-Lee Ng M  Pueh Lee H  Cheong Khoo B  Lim KM 《Biomicrofluidics》2012,6(1):12805-1280514

Dielectrophoresis (DEP) has been shown to have significant potential for the characterization of cells and could become an efficient tool for rapid identification and assessment of microorganisms. The present work is focused on the trapping, characterization, and separation of two species of Cryptosporidium (C. parvum and C. muris) and Giardia lambia (G. lambia) using a microfluidic experimental setup. Cryptosporidium oocysts, which are 2-4 μm in size and nearly spherical in shape, are used for the preliminary stage of prototype development and testing. G. lambia cysts are 8–12 μm in size. In order to facilitate effective trapping, simulations were performed to study the effects of buffer conductivity and applied voltage on the flow and cell transport inside the DEP chip. Microscopic experiments were performed using the fabricated device and the real part of Clausius—Mossotti factor of the cells was estimated from critical voltages for particle trapping at the electrodes under steady fluid flow. The dielectric properties of the cell compartments (cytoplasm and membrane) were calculated based on a single shell model of the cells. The separation of C. muris and G. lambia is achieved successfully at a frequency of 10 MHz and a voltage of 3 Vpp (peak to peak voltage).  相似文献   

Forms of science capital mobilized in adolescents’ engineering projects          下载免费PDF全文

Amy Wilson‐Lopez  Christina Sias  Allen Smithee  Indhira María Hasbún 《科学教学研究杂志》2018,55(2):246-270

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Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning     

Sang Joon Lee  Sandhya Srinivasan  Trudian Trail  David Lewis  Samantha Lopez 《The Internet and Higher Education》2011,14(3):158-163

Support for student learning is a key element in optimizing student learning experiences in any learning environment and its importance has been widely discussed. This study looked at student support, particularly in the course context, focusing mainly on guidance provided to students within a course. Three categories of support were identified and used for the purpose of this study: instructional, peer, and technical support. A total of 110 students completed an online survey on students' perceptions of support and course satisfaction in an undergraduate online course at a large southeastern university. The results showed perceived support was significantly related to their overall satisfaction of the online course. The findings of this study suggest that teachers should communicate what types of support are available to students and provide an easy way of accessing and taking advantage of the support.  相似文献