Education for Democratic Processes in Schools and Classrooms     

Murray Print  Susanne Ørnstrøm  & Henrik Skovgaard Nielsen 《European Journal of Education》2002,37(2):193-210

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Who Needs What: Recommendations for Designing Effective Online Professional Development for Computer Science Teachers     

Yizhou Qian  Susanne Hambrusch  Aman Yadav  Sarah Gretter 《Journal of Research on Technology in Education》2018,50(2):164-181

The new Advanced Placement (AP) Computer Science (CS) Principles course increases the need for quality CS teachers and thus the need for professional development (PD). This article presents the results of a 2-year study investigating how teachers teaching the AP CS Principles course for the first time used online PD material. Our results showed that the teaching and computing background of teachers had a significant impact on the teachers' need for and use of online PD material. More specifically, novice CS teachers needed and used PD for developing their pedagogical content knowledge (PCK). Non-CS teachers needed and used PD materials emphasizing content knowledge. Experienced CS teachers believed they had little need for PD even though they were teaching a new course. Our study makes three recommendations for designing effective online PD for CS teachers: match PD to teachers' background, align PD with the course curriculum, and use effective motivational design to enhance teacher engagement. (Keywords: computer science education, online professional development, K–12, AP computer science principles course)  相似文献   

Academic status of deaf and hard-of-hearing students in public schools: student, home, and service facilitators and detractors     

Reed S  Antia SD  Kreimeyer KH 《Journal of deaf studies and deaf education》2008,13(4):485-502

We examined facilitators and detractors of academic success of 25 deaf or hard-of-hearing (DHH) students selected from a pool of 187 students attending general education classes and enrolled in a study of academic progress. Interviews with their teachers of DHH, general education teachers, principals, parents, interpreters, and students themselves were analyzed for child, family, and school facilitators and detractors of academic status. Facilitators included student self-advocacy and motivation, high family and school expectations, families' ability to help with homework, and good communication between professionals. Detractors included additional disabilities and poor family-school communication. A comparison of above- and below-average students revealed no single distinguishing facilitator or detractor. Each above-average student had many facilitators, whereas each below-average student had several significant detractors.  相似文献   

Definitional issues in emotion regulation research   总被引：1，自引：0，他引：1  

Bridges LJ  Denham SA  Ganiban JM 《Child development》2004,75(2):340-345

Operational definitions of emotion regulation are frequently unclear, as are links between emotion regulation measures and underlying theoretical constructs. This is of concern because measurement decisions can have both intentional and unintentional implications for underlying conceptualizations of emotion regulation. This report examines the implications of some such decisions, including (a) focusing on types versus total amount of emotion regulation, (b) determining distinctiveness of measures of emotion versus emotion regulation strategies, (c) deciding whether and how to examine temporal sequencing of strategy use and emotion, d) using discrete versus global emotion measures, and (e) determining when emotion is being regulated. Finally, the need for better conceptualizations and empirical assessments of adaptive (vs. maladaptive) emotion regulation is discussed.  相似文献   

Preschool emotional competence: pathway to social competence?   总被引：11，自引：0，他引：11  

Denham SA  Blair KA  DeMulder E  Levitas J  Sawyer K  Auerbach-Major S  Queenan P 《Child development》2003,74(1):238-256

Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications.  相似文献   

“Practice What You Preach”: Teachers’ Perceptions of Emotional Competence and Emotionally Supportive Classroom Practices     

Katherine M. Zinsser  Susanne A. Denham  Timothy W. Curby  Elizabeth A. Shewark 《Early education and development》2013,24(7):899-919

Research Findings: The connections between parents’ emotional competence (emotion expression, regulation, and knowledge) and children’s social–emotional learning (SEL) have been well studied; however, the associations among teachers’ emotional competencies and children’s SEL remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Participating teachers from each center also participated in focus group discussions about emotional competence in preschool classrooms. For analyses, teachers were divided into Moderately and Highly Supportive groups based on observed emotional support quality. Teachers’ focus group responses were compared. Practice or Policy: Comparison groups differed with regard to their discussions of emotion regulation and emotion knowledge. These differences elucidate ways in which intervention programs and in-service training can be developed to help teachers better meet the SEL needs of children.  相似文献   

INTRODUCTION     

Susanne Denham 《Early education and development》2013,24(2)

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Guest Editors' Introduction: Online Health Communication     

Amy Koerber  Brian Still 《Technical Communication Quarterly》2013,22(3):259-263

Early scholarly inquiries into online health information focused primarily on questions of accuracy and credibility. In recent research, however, we are seeing an expansion in this initial focus, to include issues such as the usability, design, and ethics of online health information. This special issue contains five articles that contribute to scholarly inquiry in these emerging areas of interest.  相似文献   

Welche Rolle spielt Kompetenzdiagnostik im Rahmen von Lehr-Lernprozessen?     

Susanne Bögeholz  Sabina Eggert 《Zeitschrift für Erziehungswissenschaft》2013,16(1):59-64

Competence assessment can support evidence-based teaching and learning. Depending on its specific purpose, competence assessment can be applied at the individual, the classroom or school level as well as on a national level. Large-scale-assessments are typical examples for system monitoring. Competence assessment on the individual level can provide important information with respect to individual qualification and learning outcomes. Typically, competence assessment uses psychometric models from Item-Response-Theory (IRT). However, until present, competence assessment still struggles to tap its full potential regarding feedback and individual support. Teachers often have difficulties to interpret results from competence assessments that are based on IRT. Thus, it is crucial to support teachers in using these results to improve classroom teaching. One of the main challenges of educational measurement is to align everyday classroom teaching with formative and summative assessments and to establish competence models as a common ground. Process-orientated, formative assessment can inform criterion-based feedback and, consequently, promote teaching on the basis of educational standards that were defined on the system level. However, more work needs to be done with respect to research on assessments as well as their communication and implementation into teaching practice.  相似文献   

Visual attention in orienteers at different levels of experience     

David W. Eccles  Susanne E. Walsh  David K. Ingledew 《Journal of sports sciences》2013,31(1):77-87

Abstract

This study explored how differences in orienteering experience are related to differences in how visual attention is allocated to the map, the environment and to travel. Twenty more experienced and 20 less experienced individuals orienteered while wearing a head-mounted video camera with microphone. The participants verbalized what they were attending to (map, environment or travel) at any given time. Each recorded film was coded at each point in time in terms of what the participant was attending to and whether the participant was moving or stationary. More experienced orienteers attended to the map markedly more while moving and spent less time stationary than less experienced orienteers. The participants' performance was significantly related to the ability to attend to the map while moving. The strategic control of attention is proposed to explain this ability. It is proposed that attentional training might enhance performance in sports characterized by multiple and dynamically varying elements.  相似文献