The impact of peer mentoring on levels of student wellbeing,integration and retention: a controlled comparative evaluation of residential students in UK higher education     

R. Collings  V. Swanson  R. Watkins 《Higher Education》2014,68(6):927-942

Peer mentoring is becoming increasingly popular in UK higher education, however, there remains little good quality, theoretically driven and evaluative research. The current study aims to bridge the gap between theory, practice and evaluation by providing a controlled evaluation of a peer mentoring scheme within UK universities. 109 first year undergraduates from two matched universities completed questionnaires at two time points: during the first week of university and again 10 weeks later. Results focused on direct, mediating and moderating effects of mentoring on levels of wellbeing, integration and retention. Peer mentored individuals showed higher levels of integration to university. Four times as many non-peer mentored students had seriously considered leaving university compared to peer mentored students. Integration partially mediated the relationship between mentoring and intention to stay at university. Moderating effects analyses indicate that mentoring may buffer the effect of the transition to University. Results are discussed in relation to Tinto’s theory of student retention, the benefits and practicalities of peer mentoring within UK universities and the methodological limitations within this study.  相似文献   

Making abstract mathematics concrete in and out of school     

David Swanson  Julian Williams 《Educational Studies in Mathematics》2014,86(2):193-209

We adopt a neo-Vygotskian view that a fully concrete scientific concept can only emerge from engaging in practice with systems of theoretical concepts, such as when mathematics is used to make sense of outside school or vocational practices. From this perspective, the literature on mathematics outside school tends to dichotomise in- and out-of-school practice and glamorises the latter as more authentic and situated than academic mathematics. We then examine case study ethnographies of mathematics in which this picture seemed to break down in moments of mathematical problem solving and modelling in practice: (1) when amateur or professional players decided to investigate the mathematics of darts scoring to develop their “outing” strategies and (2) when a prevocational mathematics course task challenged would-be mathematics teachers’ concept of fractions. These examples are used to develop the Vygotskian framework in relation to vocational and workplace mathematics. Finally, we propose that a unified view of mathematics, outside and inside school, on the basis of Vygotsky’s approach to everyday and scientific thought, can usefully orientate further research in vocational mathematics education.  相似文献   

From small group to public view: Mainstreaming the women's movement   总被引：1，自引：0，他引：1  

Becky Swanson Kroll 《Communication quarterly》2013,61(2):139-147

The public attention given to the contemporary women's movement in the past decade is due in part to rhetorical developments within the movement. A fantasy theme analysis of the women's movement of the early 1970's in a large Midwestern metropolitan area reveals an early but incomplete rhetoric, labelled here the pro‐woman line. This was followed by adaptations of the early concerns in a comprehensive social reality, labelled here the “mainstreaming” rhetorical vision. Alterations in key elements of the rhetoric, including the hero/ine, villain, plot, and underpinnings are examined to illustrate how the earlier movement issues were “mainstreamed” into prevailing social views.  相似文献   

Special Education Services in Charter Schools     

Elizabeth A. Swanson 《The Educational forum》2013,77(1):34-43

Charter schools play an important role in promoting school choice, thus attracting parents of children with disabilities. A number of charter schools, however, are unprepared to meet the needs of children with disabilities. This article explores potential reasons for this phenomenon and presents suggestions for charter schools and parents.  相似文献   

Formative Peer Assessment of Academic Writing Between Postgraduate Students     

K. J. Topping  E. F. Smith  I. Swanson  A. Elliot 《Assessment & Evaluation in Higher Education》2000,25(2):149-169

Reciprocal paired qualitative formative peer assessment of academic writing was undertaken by 12 postgraduate students of educational psychology. Overall, staff and peer assessments showed a very similar balance between positive and negative statements, but this varied according to assessment criterion. However, only half of all detailed formative assessment statements made showed some degree of correspondence between staff and peers. Nevertheless, there was very little evidence of conflict between the views of staff and peers-rather, they focused on different details. Subjective feedback from students indicated that most found the process time consuming, intellectually challenging and socially uncomfortable, but effective in improving the quality of their own subsequent written work and developing other transferable skills. The reliability and validity of this type of peer assessment thus appeared adequate, and the partiality of overlap in detail between staff and peer assessments suggested that the triangulation peer assessment offers is likely to add value. However, caution is indicated regarding the generalisation of this finding. Implications for action are outlined.  相似文献   

Is your training department out of control?     

Catherine M. Sleezer  Richard A. Swanson 《Performance Improvement》1989,28(5):22-26

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Analysis of process and troubleshooting work behavior     

Richard A. Swanson  Gary R. Sisson 《Performance Improvement》1983,22(2):19-22

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Secrecy and lying     

Richard A. Swanson 《Performance Improvement》1983,22(7):1-2

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Extracting Latent Moral Information from Text Narratives: Relevance,Challenges, and Solutions     

René Weber  J. Michael Mangus  Richard Huskey  Frederic R. Hopp  Ori Amir  Reid Swanson 《Communication methods and measures》2018,12(2-3):119-139

ABSTRACT

Moral Foundations Theory (MFT) and the Model of Intuitive Morality and Exemplars (MIME) contend that moral judgments are built on a universal set of basic moral intuitions. A large body of research has supported many of MFT’s and the MIME’s central hypotheses. Yet, an important prerequisite of this research—the ability to extract latent moral content represented in media stimuli with a reliable procedure—has not been systematically studied. In this article, we subject different extraction procedures to rigorous tests, underscore challenges by identifying a range of reliabilities, develop new reliability test and coding procedures employing computational methods, and provide solutions that maximize the reliability and validity of moral intuition extraction. In six content analytical studies, including a large crowd-based study, we demonstrate that: (1) traditional content analytical approaches lead to rather low reliabilities; (2) variation in coding reliabilities can be predicted by both text features and characteristics of the human coders; and (3) reliability is largely unaffected by the detail of coder training. We show that a coding task with simplified training and a coding technique that treats moral foundations as fast, spontaneous intuitions leads to acceptable inter-rater agreement, and potentially to more valid moral intuition extractions. While this study was motivated by issues related to MFT and MIME research, the methods and findings in this study have implications for extracting latent content from text narratives that go beyond moral information. Accordingly, we provide a tool for researchers interested in applying this new approach in their own work.  相似文献   

Hyperactive children's underuse of learning time: correction by stimulant treatment   总被引：1，自引：0，他引：1  

J T Dalby  M Kinsbourne  J M Swanson  M P Sobol 《Child development》1977,48(4):1448-1453

This study investigates the effects of methylphenidate (Ritalin) on hyperactive children's performance on a paired-associate learning task under 3 presentation rates (4, 8, and 12 sec per item). The total-time hypothesis states that a fixed amount of time is necessary to learn a fixed amount of material, regardless of the number of trials into which that time is divided. In a double-blind crossover design, the total-time hypothesis was supported by performance in a drug state, but not by performance in a placebo state, where slower presentation rates were not utilized effectively. These results are discussed in terms of inattention in the placebo state and improved attention and use of learning time in the drug state. The methodology presented is suggested as a means of assessing attentional deficits as well as providing a diagnostic procedure for objectively evaluating the appropriateness of stimulant treatment for children referred for symptoms of hyperactivity.  相似文献