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Melody J. Shank 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):73-82
In education, mentoring is typically understood as a one‐on‐one relationship between a novice teacher and a more experienced, competent colleague. Through the mentoring relationship, the veteran teacher guides the new teacher into the profession. In this article, the author supports an alternative conception of mentoring by describing how a group of new and experienced high school teachers, committed to changing their teaching practices toward a pedagogy of intellectual engagement, together created the conditions and relationships within their collaborative inquiry group to mentor one another. In the group, novice teachers modeled risk‐taking and vulnerability for their more experienced colleagues. Veteran teachers guided their newer colleagues toward learner‐centered pedagogical possibilities and inquiry practices. Additionally, the group itself, with its norms of open questioning and doubt, trust, collegiality, and a shared purpose, created a collaborative space of mentoring that was dynamic and reciprocal. 相似文献
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AbstractHow to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families. 相似文献
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Joseph F. Norman Bunny J. Pozehl Kathleen A. Duncan Melody A. Hertzog Steven K. Krueger 《Cardiopulmonary Physical Therapy Journal》2012,23(4):19-25
Purpose
The purpose of this study was to compare an Exercise Training Group (EX) with an Attention-Control Group (AT-C) to more specifically assess the impact of exercise training on individuals with heart failure (HF).Methods
Forty-two individuals with HF were randomized to AT-C or EX that met with the same frequency and format of investigator interaction. Baseline, 12- and 24-week measurements of B-type naturetic peptide (BNP), 6-minute walk test (6-MWT), and the Kansas City Cardiomyopathy Questionnaire (KCCQ) were obtained.Results
BNP tended to increase in the AT-C while remaining stable in the EX over time. A clinically significant increase in 6-MWT was demonstrated by the EX but not the AT-C. The EX achieved a clinically significant change on the KCCQ at 12 weeks, with further improvement by 24 weeks, while the AT-C demonstrated a clinically significant change at 24 weeks.Conclusions
Attention alone was inadequate to positively impact BNP levels or 6-MWT distances, but did have a positive impact on quality of life after 24 weeks. Although exercise offers enhanced benefits, individuals with HF unable to participate in an exercise program may still gain quality of life benefits from participation in a peer-support group that discusses topics pertinent to HF.Key Words: heart failure, attention, exercise 相似文献26.
Allison MM 《Medical reference services quarterly》2003,22(1):39-55
The U.S. Government produces and provides massive amounts of statistics. Government initiatives have made much of the statistical information emanating from its various federal agencies, departments, and offices digitally accessible on the Internet. Assisting users in locating specific statistics can be one of the most challenging duties librarians have. This article provides a guide to government sources that will help librarians locate health statistics for researchers, health professionals, health consumers, and others. Some selected sites may be an endpoint of the search, and others may offer a solid beginning to a complex answer. Links are also provided to gateway Web sites, where a search strategy utilizing some of the tips discovered while compiling this list can be used to help promote successful outcomes. As always, it is recommended to use evaluative criteria to assess information quality as well as integrity of the data. 相似文献
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Allison MM 《Medical reference services quarterly》2003,22(3):39-51
Health statistics are an important decision-making resource for professionals and consumers alike. Professional use of statistics is wide ranging and often includes legislative decision making, medical research, grant writing, and population analysis. Locating needed or even helpful statistics to make these decisions or analyses can seem overwhelming. Organizations advocating for the treatment or assessment for particular diseases and health conditions are a prime resource for needed statistics. This column describes links and provides summaries to organizations that offer statistical resources for many of the leading causes of disability and death; it is the second of two columns devoted to finding health statistics on the Web. A helpful search strategy is presented which includes the utilization of evaluative criteria to seek legitimate and credible information. 相似文献
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Melody M. Thompson 《The American journal of distance education》2013,27(1):33-49
Abstract The chapters in Part IV of Handbook of Distance Education (2007), “Policies, Administration, and Management,” focus on the ways in which policies encourage or hamper the integration of distance education into mainstream educational institutions. The authors provide insights and perspectives into the key policies, roles, structures, processes, and standards that characterize the rapidly changing educational environment. The information in this chapter will be useful to distance education practitioners and leaders in responding to current challenges and in proactively influencing future change. 相似文献
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ObjectiveThough children exposed to familial violence are reported to have difficulties with a range of emotional and behavioral problems (e.g., lower school achievement) that implicate executive function (EF) deficits, relatively little research has specifically examined EF as a function of trauma exposure in children.MethodsBased on parent report of children's exposure to potentially traumatic events, children (N = 110; AgeMean = 10.39) from an ethnically diverse community sample were compared across three trauma-exposure groups: familial trauma, non-familial trauma, and no trauma. Children completed a battery of tests to assess working memory, behavioral inhibition, processing speed, auditory attention, and interference control.ResultsFamilial trauma (relative to non-familial and no trauma exposure) was associated with poorer performance on an EF composite (composed of working memory, inhibition, auditory attention, and processing speed tasks); the effect size was medium. Both trauma-exposure status and dissociation symptoms explained unique variance in EF performance after controlling for anxiety symptoms, socio-economic status, and potential traumatic brain injury. While IQ and EF performance were related, SES predicted unique variance in IQ (and not EF) scores, while familial-trauma exposure did not.ConclusionsThe contribution of trauma exposure to basic executive functioning held after taking into account symptoms (anxiety and dissociation), socio-economic status, and possible traumatic brain injury exposure. EF problems may provide one route via which maltreated children become at risk for peer, academic, and behavior problems relative to their peers.Practice implicationsEF problems may provide one route via which maltreated children become at risk for peer, academic, psychological, and behavior problems relative to their peers. Recently, intervention strategies have emerged in the anxiety and mood disorder treatment literatures that appear to effectively target EFs. As future research continues to specify the relationship between child trauma exposure and EF performance, these innovative treatments may have important practice implications for addressing EF deficits. 相似文献