Evaluation of a University‐Based Mentoring Program: Mentors’ Perspectives on a Service‐Learning Experience     

Carolyn Hughes  Elizabeth Boyd  Sara J. Dykstra 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):361-382

Researchers in the educational field have investigated how a caring adult can best provide mentoring support to youth placed at risk and what functions a mentoring program should serve to promote healthy mentoring relationships. However, the perspective of mentors rarely has been sought to elicit their evaluation of a mentoring program or recommendations for programmatic change. The purpose of this article was to investigate the views of university students serving as mentors in high‐need high schools or community centers. We asked 49 students, primarily undergraduates across a range of liberal arts disciplines, who were participating in a university‐based service‐learning mentoring program for youth attending high‐poverty high schools: (a) what activities they engaged in with mentees, (b) how they benefited from the mentoring program, and (c) how they perceived the program and what recommendations they had for change. Findings revealed specific suggestions that mentoring program coordinators can adopt to address mentors’ concerns and promote sustained, durable mentoring relationships for youth.  相似文献   

Who is the ideal teacher? Am I? Similarity and difference in perception of students of education regarding the qualities of a good teacher and of their own qualities as teachers     

Sara Arnon 《Teachers and Teaching》2013,19(5):441-464

This research examines two images of teachers as seen by students of education: the ideal teacher and their own self‐image as teachers. The research compares the students’ perceptions of these two images using two sub‐groups of students of education: students at an academic teachers’ college who will be referred to as student teachers and beginning teachers, who, while teaching, are completing their academic degrees at teachers’ colleges or regional academic colleges. Data were collected from 89 students at the two colleges by means of a questionnaire that included open‐ended questions which were analyzed qualitatively. The findings of the research indicate that there are two major categories that comprise perceptions of the ideal teacher: first, personal qualities; and second, knowledge of the subject taught as well as didactic knowledge. Both groups of students similarly attributed great importance to the personal qualities of the ideal teacher, but there is a difference in their perception of the importance of knowledge: the beginning teachers attributed great importance to knowledge and perceived it as a quality similar in importance to personal characteristics, while the student teachers, who had not begun their teaching careers, attributed less importance to knowledge as a characteristic of the ideal teacher. A quality which was less prominent when profiling the ideal teacher is general education and wide perspectives. The teacher as a socializing agent, a person who promotes social goals, was not mentioned at all. Students maintained that, during their studies, they had improved their qualities as ‘empathetic and attentive’ teachers, ‘knowledgeable in teaching methods’, and in ‘leadership’. But they had hardly improved their knowledge of the subject they taught or their level of general knowledge. The discussion of knowledge and the desirable personal qualities of a teacher is relevant to the current debate regarding the relative merits of disciplinary education in contrast to pedagogical education in preparation for teaching as a profession. The clear preference for disciplinary education by policy makers in Israel and elsewhere in the field of teacher education is contradictory to the emphasis placed on the personal development of future teachers and their pedagogical education by the students of education who participated in this research.  相似文献   

The impact of collaborative video analysis by practitioners and researchers upon pedagogical thinking and practice: a follow‐up study     

Sara Hennessy  Rosemary Deaney 《Teachers and Teaching》2013,19(5):617-638

The ‘T‐MEDIA’ project analysed and documented how teachers exploit the use of projection technologies – data projectors and interactive whiteboards (IWBs) – to support learning in secondary‐school subject lessons. The research involved collaboration between university researchers and four pairs of UK teachers (of English, mathematics, science and history) in an intensive process of systematically analysing video recordings of classroom activity and other data in depth. Our goals were to assist teachers in articulating the pedagogical rationale underlying their practice, and uniquely, to engage them in theory building about strategic technology use. This paper reports on a follow‐up study carried out one year after the collaborative analyses in order to assess the subsequent impacts of the process of critical reflection. The eight teachers were questioned using a semi‐structured interview technique that allowed us to elicit structured and personalised accounts of impact on pedagogical thinking and practice and the supporting or constraining factors. The findings suggest that for at least some, the sociocultural theory introduced and reformulated during the analyses provided a powerful analytical lens upon emerging practices, including those not incorporating technology. All of the participants reported lasting effects upon their own thinking and, except where external constraints operated, on teaching practices. The approaches developed during T‐MEDIA had additionally been disseminated to and adapted by other subject colleagues. The study illustrates how collaborative analysis of lesson videos can be used to engage teachers in deep reflection, critique and debate. This approach supports the development of an analytical scrutiny of classroom teaching and offers a significant professional development opportunity. In particular, under conditions of sensitive support, teachers will readily accommodate theoretical constructs into specific areas of professional thinking and practice.  相似文献   

Predicting Robust Learning With the Visual Form of the Moment-by-Moment Learning Curve     

Ryan S. Baker  Arnon Hershkovitz  Lisa M. Rossi  Adam B. Goldstein  Sujith M. Gowda 《学习科学杂志》2013,22(4):639-666

We present a new method for analyzing a student's learning over time for a specific skill: analysis of the graph of the student's moment-by-moment learning over time. Moment-by-moment learning is calculated using a data-mined model that assesses the probability that a student learned a skill or concept at a specific time during learning (Baker, Goldstein, & Heffernan, 2010 Baker, R. S. J. d., Goldstein, A. B. and Heffernan, N. T. 2010. “Detecting the moment of learning”. In Proceedings of the 10th Annual Conference on Intelligent Tutoring Systems 25–34. In V. Aleven, J. Kay, & J. Mostow (Eds.),pp.Heidelberg, Germany: Springer.[Crossref] , [Google Scholar], 2011). Two coders labeled data from students who used an intelligent tutoring system for college genetics. They coded in terms of 7 forms that the moment-by-moment learning curve can take. These labels are correlated to test data on the robustness of students’ learning. We find that different visual forms are correlated with very different learning outcomes. This work suggests that analysis of moment-by-moment learning curves may be able to shed light on the implications of students’ different patterns of learning over time.  相似文献   

English language learners and automated scoring of essays: Critical considerations     

Sara Cushing Weigle 《Assessing Writing》2013,18(1):85-99

This article presents considerations for using automated scoring systems to evaluate second language writing. A distinction is made between English language learners in English-medium educational systems and those studying English in their own countries for a variety of purposes, and between learning-to-write and writing-to-learn in a second language (Manchón, 2011a), extending Manchón's framework from instruction to assessment and drawing implications for construct definition. Next, an approach to validity based on articulating an interpretive argument is presented and discussed with reference to a recent study of the use of e-rater on the TOEFL. Challenges and opportunities for the use of automated scoring system are presented.  相似文献   

The Multiple Meanings of Play: Exploring Preservice Teachers' Beliefs About a Central Element of Early Childhood Education     

Sara A. S. Sherwood  Stuart Reifel 《Journal of Early Childhood Teacher Education》2013,34(4):322-343

This basic qualitative study explores preservice teachers' beliefs about what constitutes play. Research for this study focused on 7 preservice teachers enrolled in an early childhood through Grade 4 practicum course at a small private university in south central Texas. The findings of this study indicate that both on an individual and group level the 7 preservice teachers seemed to believe that play had multiple meanings. Even though commonalities existed among some of the attributes used by the preservice teachers to describe play, no two preservice teachers used the same combination of attributes to define play. Instead, based on the influences that had shaped their beliefs, they strung these attributes together in unique ways. Thus, for each of the preservice teachers, play seemed to have an individualized meaning consisting of multiple parts.  相似文献   

Supporting Content-Based Feedback in On-Line Writing Evaluation with LSA     

Peter W. Foltz  Sara Gilliam  Scott Kendall 《Interactive Learning Environments》2013,21(2):111-127

This paper describes tests of an automated essay grader and critic that uses Latent Semantic Analysis. Several methods which score the quality of the content in essays are described and tested. These methods are compared against human scores for the essays and the results show that LSA can score as accurately as the humans. Finally, we describe the implementation of the essay grader/critic in an undergraduate course. The outcome showed that students could write and revise their essays on-line, resulting in improved essays. Implications are discussed for the use of the technology in undergraduate courses and how it can provide an effective approach to incorporating more writing both in and outside of the classroom.  相似文献   

Style,stamina and mobile masculinities: the reinvention of Savate in the Anglosphere     

George Jennings  Sara Delamont 《Sport in History》2020,40(3):370-394

ABSTRACT

The roots of Savate in France stretch back at least 200 years, and there is extensive interdisciplinary research in French showing changing interpretations of its meaning and purpose. Savate is now a globalised combat sports with potential to enter the Olympic Games. To help remedy the lacuna of English-language research, this paper considers: (1) Documentaries and rare instructional literature; (2) online videos and discussions of archival Savate footage; (3) contemporary documentation from the Great Britain Savate Federation; and, (4) ongoing fieldwork in one UK Savate school. Through our multimodal study of printed, televised, digital and physical action, we add to the discussions to the constant reinvention of Savate to a modern, seemingly inclusive combat sport. Using John Urry’s framework of mobilities, we introduce the notion of ‘mobile masculinities’ underpinned by a European sense of relatively elite individualistic cosmopolitanism. Savate provides a rich case study of gender inclusivity in sport – how a previously male-dominated activity incorporates women in positions of power and responsibility and teaches men to acquire elegance in style and elite levels of stamina.  相似文献   

What is the ‘post’ in postgenomics?     

Sara Green 《Metascience》2016,25(1):83-86

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Unraveling the Relation Between Reading Comprehension and Print Exposure     

Florina Erbeli  Elsje van Bergen  Sara A. Hart 《Child development》2020,91(5):1548-1562

The purpose of this study was to test the directionality of influence between reading comprehension (RC) and print exposure (PE), thereby estimating genetic and environmental effects of this relation. The sample consisted of 910 twins in fourth through ninth grades (M_age = 12.33 years, SD = 1.41) from the Florida Twin Project on Reading, Behavior, and Environment. Using direction-of-causation model in a twin design, results supported a direction of influence running from RC to PE. This relation was underpinned by genetic and environmental factors of RC as well as PE. Implications for reading education are discussed.  相似文献