坏孩子     

Vicki Norman 《海外英语》2008,(4):30-31

判逆的青春期,我们的身边总是会出现这样或那样的坏孩子,我们真的了解他们吗?……  相似文献   

Leadership practices for student engagement in challenging conditions     

Vicki Trowler 《Perspectives: Policy and Practice in Higher Education》2013,17(3):91-95

Student Engagement is the investment of time, effort and other relevant resources by both students and their institutions intended to optimise the student experience and enhance the learning outcomes and development of students, and the performance and reputation of the institution. As such, it has affective, behavioural and cognitive dimensions, which may manifest congruently or oppositionally. The current popularity of the concept derives from a large body of evidence suggesting that student engagement improves a range of desirable outcomes. A study funded by the Leadership Foundation to uncover leadership practices that enhanced student engagement revealed the importance of climate, resourcing, communication and values. The article concludes with some suggestions of how the findings might usefully be applied in a higher education setting.  相似文献   

A Comparison of Students' Evaluations of a Peer-delivered Sex Education Programme and Teacher-led Provision     

Simon Forrest  Vicki Strange  Ann Oakley 《Sex education》2013,13(3):195-214

This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses.  相似文献   

Regional development and co-operation: Success and challenge     

Vicki Watkin  Liz Hart 《New Review of Academic Librarianship》2013,19(2):129-137

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Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All     

Vicki Park  Amanda Datnow 《Peabody Journal of Education》2013,88(3):400-422

This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed.  相似文献   

A Nontraditional Teacher's Experience after Student Teaching: Implications for Early Childhood Teacher Education     

Vicki Garavuso 《Journal of Early Childhood Teacher Education》2013,34(4):393-410

Introducing critical pedagogies into undergraduate early childhood teacher education programs may enable working class teachers who work with working class children to better examine assumptions of developmentally and culturally appropriate practices. This study focuses on a Latino assistant teacher who, after having returned from a semester of student teaching, attempted to cultivate an ethos of professional interaction among his peers. His ability to name, challenge and ultimately reject inappropriate ideologies and practices (Bartolomé, 2004 Bartolomé, L. I. 2004. Critical pedagogy and teacher education: Radicalizing perspective teachers. Teacher Education Quarterly, 31(1): 97–122.  [Google Scholar]) are coupled with his concern for his children and his community. Illustrating Dahlberg, Moss, and Pence's definitions of “quality” and “meaning making,” (2001) this study also considers ways in which administrators and teacher educators can respond to and support teachers who return to their jobs after their student-teaching experiences.  相似文献   

Explaining the self-conception of perceived conduct using indicators of moral functioning in physical education     

Ebbeck V  Gibbons SL 《Research quarterly for exercise and sport》2003,74(3):284-291

The purpose of this study was to determine whether four indicators of moral functioning in physical education (moral judgment, moral reason, moral intention, and prosocial behavior) predicted the self-conception of perceived conduct. Participants were 204 male (n = 87) and female (n = 117) physical education students in fourth, fifth, and sixth grades. For the male students, the four indicators of moral functioning were found to be highly related, and, so, no subsequent analyses were conducted. For the female students, a standard multiple regression analysis revealed that the indicators of moral functioning accounted for 21% of the variance in perceived conduct. Discussion of the results highlights the value of considering in combination the moral functioning and self-concept literatures.  相似文献   

Philosophy for children: theories and praxis in teacher education     

Vicki Parfitt 《师资教育杂志》2018,44(1):124-125

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Therapeutic metaphors: Gateways to understanding     

Rebecca K. Boone  Vicki E. Bowman 《International journal for the advancement of counseling》1996,19(3):313-327

Counsellors, in a variety of settings, use counselling tools to assist clients in the conceptualization of issues and in developing coping and problem solving strategies. Counsellors are limited only by their creative abilities in selecting and developing tools and methods that will effect client change. This article explores the use of metaphor as a versatile and viable tool to facilitate client growth and transformation. After a brief review of definitions and historical perspectives, this paper outlines skills and considerations for using, creating, and delivering effective metaphors within a variety of theoretical approaches.  相似文献   

Self‐definition of women experiencing a nontraditional graduate fellowship program     

Gayle A. Buck  Diandra L. Leslie‐Pelecky  Yun Lu  Vicki L. Plano Clark  John W. Creswell 《科学教学研究杂志》2006,43(8):852-873

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献