The Phenomena of Collaborative Practice: the Impact of Interprofessional Education     

Linwood G. Vereen  Chad Yates  Daniel Hudock  Nicole R. Hill  McKenzie Jemmett  Jody O’Donnell  Sarah Knudson 《International journal for the advancement of counseling》2018,40(4):427-442

A qualitative phenomenological inquiry was utilized in this exploratory study to investigate the impact of interprofessional education on the development of collaborative practice for five participants training to be professional clinical mental health counselors and eight students training to be speech language pathologists. Global implications for counselor training, interprofessional education, collaborative practice, and future research are provided.  相似文献   

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care     

Colleen R. O’Neal  Nicole M. Gosnell  Wai Sheng Ng  Edward Ong 《Journal of educational and psychological consultation》2018,28(1):43-69

ABSTRACT

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.  相似文献   

The development of trust in residential environmental education programs     

Nicole M. Ardoin  Maria L. DiGiano  Kathleen O’Connor  Timothy E. Podkul 《Environmental Education Research》2017,23(9):1335-1355

Trust, a relational phenomenon that is an important building block of interpersonal relationships and within society, can also be an intermediary outcome of field-based environmental education programs. Trust creates a foundation for collaboration and decision-making, which are core to many ultimate outcomes of environmental education. Yet, understanding how trust develops among environmental education program participants is still nascent, partly because few methods exist for measuring trust in informal contexts, such as those that are common for many environmental education programs. Our study used social network analysis and qualitative data from focus groups, questionnaires, and participant observation to investigate the development of trust among residential environmental education program participants in two school groups, some of whom had initial familiarity with each other. Network data indicated differential increases in peer-to-peer trust among group members when measured at the individual level. Qualitative data from the focus groups highlighted salient dimensions of trust that were particularly relevant in this setting, including friendship, emotional and physical safety, and self-disclosure; reciprocal trust among peers and educators; and aspects of this immersive setting that fostered trust among the participants.  相似文献   

Predicting Graduation Rates at 4-year Broad Access Institutions Using a Bayesian Modeling Approach     

Gloria Crisp  Erin Doran  Nicole A. Salis Reyes 《Research in higher education》2018,59(2):133-155

This study models graduation rates at 4-year broad access institutions (BAIs). We examine the student body, structural-demographic, and financial characteristics that best predict 6-year graduation rates across two time periods (2008–2009 and 2014–2015). A Bayesian model averaging approach is utilized to account for uncertainty in variable selection in modeling graduation rates. Evidence suggests that graduation rates can be predicted by religious affiliation, proportion of students enrolled full-time, socioeconomic status of the student body, enrollment size and institutional revenue and expenditures. Findings also demonstrate that relatively fewer variables predict institutional graduation rates for Latina/o and African American students at 4-year BAIs. We conclude with implications for policy and key recommendations for research focused on 4-year BAIs.  相似文献   

Reasoning in Young Children: Fantasy and Information Retrieval   总被引：1，自引：0，他引：1  

Henry Markovits  Michele Venet  Geneviève Janveau-Brennan  Nicole Malfait  Nadia Pion  Isabelle Vadeboncoeur 《Child development》1996,67(6):2857-2872

The present article examines 2 predictions concerning conditional reasoning in children derived from Markovits's model of conditional reasoning. The first claims that children under 12 years of age should be able to respond correctly to uncertain logical forms if the premises and context enable them to access pertinent counterexamples from memory. The second concerns the effect of reasoning in a fantasy context. Previous studies have established that young children can correctly respond to certain reasoning problems with empirically false premises when these are presented in a fantasy context. However, this model of reasoning predicts that presenting empirically true premises in a fantasy context should decrease performance on the 2 uncertain logical forms. In Study 1, a total of 48 8-year-olds, 78 10-year-olds, and 74 12-year-olds were given 4 reasoning problems involving familiar premises. These problems were embedded in either a fantasy or a realistic context and presented via video tape. Results were consistent with the predictions made. Study 2 attempted to determine whether these results could be due to context or problem formulation. A total of 40 7-year-olds and 46 8-year-olds were given reasoning problems with either no context or with a visual image preceding the problems. Results showed that children did equally well in these conditions, and that providing an image did not improve performance.  相似文献   

Seeking Emergence Through Temporal Analysis of Collaborative-Group Discourse: A Complex-Systems Approach     

Bernard P. Ricca  Nicole Bowers  Michelle E. Jordan 《Journal of Experimental Education》2020,88(3):431-447

Abstract

Research around problem solving in collaborative groups has made progress, but several conceptual and methodological issues remain. These issues include the appropriate choices of units of analysis; the ability of current theoretical sets of macrocognition codes to capture group dynamics; detection and identification of potentially emergent phenomena within groups; and the extent to which multiple dynamics are integral to understanding groups. Using data from a complex engineering challenge, we applied methods drawn from complex-systems analysis to offer insight into each of these issues, showing the need for multiple dimensions when studying group dynamics and highlighting methodological difficulties when dealing with emergent phenomena. We suggest future research to improve the understanding of the complex dynamics of collaborative groups.  相似文献   

Educating force multipliers: constructing terrorism in a US public high school     

Nicole Nguyen 《Discourse: Studies in the Cultural Politics of Education》2018,39(6):841-855

ABSTRACT

This article ethnographically explores a specialized Homeland Security program at a US public high school, paying careful attention to the program’s discursive constructions of terrorism and national security. In particular, this analysis examines how the Homeland Security program framed its study of national security as both anti-racist and objective. I contend that the invocation of anti-racism and objectivity can advance Orientalist discourses in the classroom. Critical education scholars need to address how teachers and students rely on liberal precepts like anti-racism to maintain dominant understandings of war, terror, and security.  相似文献   

Formatively assessing prospective teachers’ skills in leading mathematics discussions     

Shaughnessy  Meghan  Garcia  Nicole M.  O’Neill  Michaela Krug  Selling  Sarah Kate  Willis  Amber T.  Wilkes  Charles E.  Salazar  Sabrina Bobsin  Ball  Deborah Loewenberg 《Educational Studies in Mathematics》2021,108(3):451-472

Educational Studies in Mathematics - Mathematics discussions are important for helping students to develop conceptual understanding and to learn disciplinary norms and practices. In recent years,...  相似文献   

Teaching Through Collaboration: Flexibility and Diversity in Caregiver–Child Interaction Across Cultures     

Jennifer M. Clegg  Nicole J. Wen  Paige H. DeBaylo  Adam Alcott  Elena C. Keltner  Cristine H. Legare 《Child development》2021,92(1):e56-e75

Teaching supports the high-fidelity transmission of knowledge and skills. This study examined similarities and differences in caregiver teaching practices in the United States and Vanuatu (N = 125 caregiver and 3- to 8-year-old child pairs) during a collaborative problem-solving task. Caregivers used diverse verbal and nonverbal teaching practices and adjusted their behaviors in response to task difficulty and child age in both populations. U.S. caregivers used practices consistent with a direct active teaching style typical of formal education, including guiding children’s participation, frequent praise, and facilitation. In contrast, Ni-Vanuatu caregivers used practices associated with informal education and divided tasks with children based on difficulty. The implications of these findings for claims about the universality and diversity of caregiver teaching are discussed.  相似文献   

“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths     

Kalinec-Craig  Crystal A.  Bannister  Nicole  Bowen  Diana  Jacques  Lorraine A.  Crespo  Sandra 《Journal of Mathematics Teacher Education》2021,24(4):375-398

Learning to name and notice students’ mathematical strengths is a challenging process requiring time and multiple iterations of practice for prospective teachers (PTs) to adopt. Mathematics teacher educators (MTEs) can approximate and decompose the complex practice of naming and noticing students’ mathematical strengths so PTs learn to teach mathematics while emphasizing what students know and can do. This study uses two tools MTEs can use to support PTs as they learn to name and notice students’ mathematical strengths: A LessonSketch experience, a digital platform with comic-based storyboards showing children engaged in a mathematics task, and a strengths-based sentence frame. Our study presents the findings from the 111 noticing statements from 18 PTs as they engaged in the LessonSketch digital experience and practiced making noticing statements about what children know about mathematics. The study found that after a sentence-frame intervention, the PTs are more likely to use strengths-based language and more likely to identify mathematical evidence in their noticing statements. Uncommitted language (statements that do not align with a strength- or deficit-based coding scheme), suggests a fruitful, yet complex space for supporting more PTs as they learn to name and notice students’ mathematical strengths. The paper concludes with implications for future research in teacher education.

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