An Ecological Momentary Assessment of Burnout,Rejuvenation Strategies,Job Satisfaction,and Quitting Intentions in Childcare Teachers     

Russell L. Carson  Jennifer J. Baumgartner  Carrie L. Ota  Ann Pulling Kuhn  Anthony Durr 《Early Childhood Education Journal》2017,45(6):801-808

Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers’ quitting intentions were positively predicted by emotional exhaustion (β?=?0.52) and negatively predicted by overall job satisfaction (β?=??0.28). Short (≤15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86?% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties.  相似文献   

Uncovering ‘unwelcome truths’ through student voice: teacher inquiry into agency and student assessment literacy     

Jennifer Charteris  Eryn Thomas 《Teaching Education》2017,28(2):162-177

Learner agency is often seen unproblematically as an integral aspect of ‘twenty-first century lifelong learning’. Agency and instrumentalist forms of teacher professional development are problematised through this qualitative case study that explores a teacher’s inquiry into assessment for learning practices. This article illustrates how Teaching as Inquiry can be located as either a process that is purely technicist or replete with potential for teachers to engage with ‘unwelcome truths’. Student voice data that reveal ‘unwelcome truths’ can provide a catalyst for teacher reflection on student positioning in learning relationships. Findings focus on practices of assessment for learning, assessment literacy, agency as a neoliberal construction and the need to interrogate power relations in the classroom for student agency to flourish. Issues around student voice and the democratic participation of students in schooling improvement are discussed. Teaching as Inquiry, that explicitly targets wider non-instrumental goals associated with teacher learning, can be a critical process that addresses the growth of assessment literacy and learner agency in classrooms. It can transcend a linear obsession with easily measured quantifiable shifts in student achievement data.  相似文献   

Perspective taking,empathic concern,and perceived humanness of people with dementia     

Anca M. Miron  Susan H. McFadden  Amanda S. Nazario  Jennifer Buelow 《Educational gerontology》2017,43(9):468-479

Past work has documented the detrimental psychological and health outcomes of negative age stereotypes and dehumanization of older adults. We investigated the role of perspective taking in enhancing positive perceptions of humanness of older individuals with dementia. To manipulate perspective taking, participants either imagined the situation of an older woman with dementia (n = 35), remained objective and detached (n = 37), or received no instructions (n = 35). We measured evidence of impairments of humanness needed to conclude personhood loss for the woman with dementia (i.e., humanness standards). Compared to stay-objective participants, imagine-other and no-instructions participants asked for more evidence of impairments of uniquely human characteristics, but not of human nature characteristics, in order to conclude personhood loss for the woman with dementia. Empathic concern for the woman with dementia mediated this effect. We discuss the importance of studying perceptions of personhood of those with dementia with a focus on the person with dementia and his or her social and personal connections with others. Strategies for developing and maintaining healthy relationships with persons with dementia based on active perspective taking are also discussed.  相似文献   

The nature of peer sexual health communication among college students enrolled in a human sexuality course     

Andrew Porter  Myrthle Henry  Jennifer Gallo  Beck Graefe 《American journal of sexuality education》2019,14(2):139-151

Most young people go to their friends for information on sexuality-related topics, thus it is important to understand the context of these communications so that we may gather insight into sexual values and the underlying emotions and styles of communication. We conducted qualitative weekly surveys regarding discussion of sexual health topics among peers with students enrolled in an undergraduate human sexuality course. A four-stage inductive analysis process was utilized to examine a total number of 824 survey submissions from 102 college students who agreed to participate. Seven relevant common themes emerged: safer sex, sexually transmitted infections, pregnancy, feelings about sex, sexual acts, peer support, and peer communication norms. Some perspectives varied between males and females. Life events create opportunities for peers to discuss sexual health with each other. The connection between life events and peer sexual health communication has numerous implications for both research and education.  相似文献   

A test of the conservation model for autoshaped leverpressing and polydipsia in the rat     

Jennifer J. Higa  Frances K. Mcsweeney 《Learning & behavior》1985,13(3):239-245

This study examined a conservation model (Allison & Mack, 1982) that predicts a linear relation between the weighted sum of two responses, autoshaped leverpressing and polydipsia, and the amount of food delivered on a variable-time schedule. Fifteen rats were assigned randomly to one of three groups. The rats in Group 1 were maintained at 80% of their free-feeding body weights. Those in Group 2 began at 100% but were allowed to lose weight during the experiment. The rats in Group 3 also began at 100% of their free-feeding weights and were maintained at this level. Each group was exposed to five conditions that delivered less food than that consumed during baseline and to one condition that delivered more food. The results did not support the conservation model. Contrary to the model, the decreasing linear relation between the individual responses, or the weighted sum of the responses, and the amount of food delivered was not found for all rats, and some rats responded more when an excessive amount of food was presented than during baseline.  相似文献   

Burrowing and becoming: teaching writing in uncertain times     

Michelle A. Honeyford  Jennifer Watt 《Pedagogies: An International Journal》2018,13(3):260-279

What happens when teachers perceive a growing rift between their pedagogical practice and their students’ lived experiences? How do teachers respond to the uncertainty that such a “relevance gap” can create? In a climate in which literacy research is often pressed to address the achievement gap and to contribute to a sense of certainty, this study explored the relevance gap experienced by teachers in their teaching of writing and the ways that teaching with uncertainty contributed to their practice. Situated in theories of curriculum as currere, local knowledge of practice, and pedagogy as assemblage, the article focuses on the theory and practice of four educators who teach writing in very different and diverse contexts. The rhizo-textual analysis of the data inspired a process of making assemblages to explore context, positionality, and power in teachers’ identities as writers and teachers of writing. Two such assemblages are described, one exploring struggle and the other possibility. In the struggles and uncertainties they experienced, each teacher found new possibilities in different places: in the land, in slam poetry, in story, and in film. Our mappings and analyses suggest that teachers can create new pedagogies of becoming for them and their students by burrowing into uncertainty, process, and social critique.  相似文献   

An examination of the research and training needs in the field of deaf education     

Luckner JL  Muir SG  Howell JJ  Sebald AM  Young J 《American annals of the deaf》2005,150(4):358-368

THE NATIONAL CENTER on Low-Incidence Disabilities conducted a needs assessment of the research and training needs in the field of deaf education. A total of 331 professionals, parents, administrators, and university faculty responded to the survey. Overall, respondents indicated that the number-one priority was to educate administrators about services that are appropriate for students who are deaf or hard of hearing. The second most important concern was how to work within the education system to change it. The third priority was teaching reading strategies. Additional priorities are reported for all respondents, as well as comparisons among the different respondent groups. Implications of the results are presented.  相似文献   

Straight Talking: The Nature of Effective Career Discussion at Work     

Jennifer M. Kidd  Wendy Hirsh  Charles Jackson 《Journal of Career Development》2004,30(4):231-245

Many employees need help from others in managing their careers, and it is likely that much of this help will be given in the context of a face-to-face discussion, either in a formal setting or more informally. Drawing on the accounts of 104 UK employees who had participated in helpful career discussions, this paper examines with whom and in what settings effective career discussions took place, and the skills and personal qualities displayed by givers and receivers of support. A wide range of individuals provided this form of support. The most important skills and qualities shown by givers of support were: the personal qualities of interest, commitment and trustworthiness; challenging and facilitative skills; giving honest feedback; and providing information.  相似文献   

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project   总被引：3，自引：0，他引：3  

John C. Wright  Aletha C. Huston  Kimberlee C. Murphy  Michelle St. Peters  Marites Piñon  Ronda Scantlin  & Jennifer Kotler 《Child development》2001,72(5):1347-1366

For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.  相似文献   

GENI的设计原则(一)分布式需求定义GENI的重心     

Larry Peterson  Tom Anderson  Dan Blumenthal  Dean Casey  David Clark  Deborah Estrin  Joe Evans  Mike Reiter  Scott Shenker  John Wroclawski  洪丹 《中国教育网络》2006,(10):26-28

2006年8月,GEN(I网络创新的全球化环境)公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。本刊将分两期连载这一报告,从“分布式需求定义GENI的重心”、“解决分布式需求的内在冲突”等两部分,将这一报告与大家共享。  相似文献