Is It a Challenge or a Threat? A Dual-Process Model of Teachers' Cognition and Appraisal Processes During Conceptual Change     

Michele Gregoire 《Educational Psychology Review》2003,15(2):147-179

What accounts for well-meaning teachers' lack of implementation of subject-matter reforms, such as making one's classroom centered on problem solving, even when they positively value the reform and believe they are implementing it in their classrooms? Teachers' subject-matter beliefs may constrain them from adopting practices that conflict with those beliefs. The purpose of this article is to propose a theoretical model, the Cognitive–Affective Model of Conceptual Change, that integrates key findings from overly cognitive models of belief change with motivational and affective factors found in social psychology theory and research. This model explains why teachers' beliefs about instruction are resistant to reforms that challenge their existing beliefs, and it provides a conceptual framework within which to devise a better means of advancing teachers' beliefs and supporting them in the process of implementation.  相似文献   

Identifying the training experiences and needs of bilingual school psychologists     

Desire Vega  Jaclyn N. Wolf  Dylan O. Barton  Michele Stathatos  Charlotte Iurino  Lily Hammer 《Psychology in the schools》2019,56(10):1687-1699

The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.  相似文献   

How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children     

Michele L. Stites 《Early Childhood Education Journal》2016,44(2):107-117

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation—Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers’ responses indicated mixed beliefs about the social impact of frequent relocations.  相似文献   

Enhanced handling and positioning in early infancy advances development throughout the first year     

Lobo MA  Galloway JC 《Child development》2012,83(4):1290-1302

Behaviors emerge, in part, from the interplay of infant abilities and caregiver–infant interactions. Cross‐cultural and developmental studies suggest caregiver handling and positioning influence infant development. In this prospective, longitudinal study, the effects of 3 weeks of enhanced handling and positioning experiences provided to 14 infants versus control experiences provided to 14 infants at 2 months of age were assessed with follow‐up through 15 months of age. Behaviors in prone were immediately advanced. Short‐term advancements occurred in multiple behaviors, including prone, head control, reaching, and sitting behaviors. Longer term advancements, up to 12 months after the experience period, occurred in object transfer, crawling and walking behaviors. This suggests broad and long‐lasting changes can arise via brief periods of change in caregiver–infant interactions.  相似文献   

Use of instructional design theory and an individualized hybrid strategy for assessment in library-based instruction     

Michele R. Tennant  Mary Edwards  Michael M. Miyamoto 《Journal of the Medical Library Association》2012,100(4):319-322

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Health literacy and consent forms: librarians support research on human subjects     

Paula G. Raimondo  Ryan L. Harris  Michele Nance  Everly D. Brown 《Journal of the Medical Library Association》2014,102(1):5-8

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Supervision Experiences of Professional Counselors Providing Crisis Counseling          下载免费PDF全文

Madeleine Dupre  Lennis G. Echterling  Cara Meixner  Robin Anderson  Michele Kielty 《Counselor Education & Supervision》2014,53(2):82-96

In this phenomenological study, the authors explored supervision experiences of 13 licensed professional counselors in situations requiring crisis counseling. Five themes concerning crisis and supervision were identified from individual interviews. Findings support intensive, immediate crisis supervision and postlicensure clinical supervision.  相似文献   

Parental Invasive and Children's Defensive Behaviors at Home and Away at College: Mediated Communication and Privacy Boundary Management     

Andrew M. Ledbetter  Sarah Heiss  Kenny Sibal  Eimi Lev  Michele Battle-Fisher  Natalie Shubert 《Communication Studies》2013,64(2):184-204

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Advancing Critical Thinking and Information Literacy Skills in First Year College Students     

Mark Alfino  Michele Pajer  Linda Pierce  Kelly O'Brien Jenks 《College & Undergraduate Libraries》2013,20(1-2):81-98

ABSTRACT

This article provides a case study of recent curriculum development in a freshman skills program which integrates critical thinking and English composition as linked courses at Gonzaga University. Known as “thought and expression” courses, this block of courses, which also includes speech communication, can be taken by students separately or in a linked cohort with the same twenty students in each class. In linked courses, faculty are generally aware of each others' course topics and assignments, and they meet to discuss student progress and look for opportunities for curriculum integration. In this case study, library faculty were included in the instructional team, and information literacy skills that relate to critical thinking were integrated into the goals of the critical thinking and English composition courses. Faculty involved in the courses believe that integrating library skills into course goals adds coherence to the curriculum; it also helps students to achieve the developmental goals of the learning community created by this course model.  相似文献   

Being-Together: Thinking through Technologically Mediated Sociality and Community     

Michele A. Willson 《传播与批判/文化研究》2013,10(3):279-297

Our sociality is increasingly enacted through technology. This essay argues that the relationship between the technological mediation of social relations and the ways in which these practices are understood conceptually needs to be critiqued, rethought, and extended. Current approaches tend to accentuate the individual to the detriment of the social and often to understand technology instrumentally. Jean-Luc Nancy's notion of being singular plural and his understanding of the relations between singular beings and of ecotechnics are discussed briefly to illustrate an alternate direction for considering ways of being-together in Western techno-society.  相似文献