Mentoring in literacy education: a commentary from graduate students,untenured professors,and tenured professors     

Mark Cobb  Joyce E. Many  Mona W. Matthews  Ewa McGrail  Gertrude Tinker Sachs 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):371-387

This commentary continues a dialogue which began among literacy teacher educators attending an alternative format session about mentoring in the academy at a national conference. Literacy teacher educators participated in an informal discussion centered on the nature of mentoring in the academy for doctoral students, untenured professors, and tenured professors. Doctoral students focused on their changing identities and roles in the academy, their concerns about navigating the political infrastructure of academia, and the importance of assuming a proactive stance towards obtaining mentoring, especially for part‐time doctoral students. Untenured professors focused on the ways they were inventing and reinventing themselves within the power and politics of academia and their need for more holistic mentoring during these turbulent times. Tenured professors were able to embed mentoring experiences into their scholarly work and find ways to benefit or learn from mentoring experiences. These mentors also found comfort in more informal mentoring that included self‐initiated endeavors centered on mutual interests. Our commentary draws on these discussions as well as the professional literature on mentoring to describe the importance of mutual trust and reciprocity in mentoring throughout all stages of academia with attention to cultural and linguistic diversity.  相似文献   

Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools     

Mona L. Schönfelder  Franz X. Bogner 《International Journal of Science Education》2013,35(6):723-741

ABSTRACT

Pollinating animals are profoundly affected by the current loss of biodiversity, a problem that is of concern to science, policy-makers and the public. One possibility to raise awareness for pollinator conservation is education. Unfortunately, insects such as bees are often perceived as frightening creatures; a negative emotion that may hinder successful learning processes. Thus, any educational initiative must conquer this obstacle and promote conservational knowledge. Using a quasi-experimental design, we evaluated the effectiveness of an educational programme using two student-centred learning approaches: One by encountering living honeybees (Apis mellifera) at a beehive (N?=?162), the other by using an eLearning tool connected to a remote beehive (N?=?192). We monitored secondary school students’ environmentally relevant knowledge of bees, their environmental attitudes and their perception of bees in regard to conservation and dangerousness. The results indicate that both approaches lead to the acquisition of conservational knowledge in the short and medium term. Direct experiences with nature are regarded as crucial, but using an eLearning tool in environmental education constitutes an outstanding alternative to acquire knowledge. Adolescents with low ‘green’ attitudes responded positively to the online beehive, and the perceived danger of bees played no role in the learning process.  相似文献   

Utilization of discrete transforms to conquer the problems of multi-tone systems     

Samir Abd Elghafar  Salaheldin M. Diab  Bassiouny M. Sallam  Emad S. Hassan  Mona Shokair  Waleed Al-Nauimy  Moawad I. Dessouky  El-Sayed M. El-Rabaie  Saleh Alshebeili  Fathi E. Abd El-Samie 《Journal of The Franklin Institute》2014

This paper presents a new implementation of discrete multi-tone (DMT) systems based on different discrete transforms that include the discrete sine transform (DST), discrete cosine transform (DCT), and discrete wavelet transform (DWT). The implementation also considers time-domain equalization to mitigate channel distortion. Compared to the fast Fourier transform discrete multi-tone (FFT-DMT) system, the proposed implementations have an advantage in that their energy-compaction property helps in reducing the channel effects. The performance of the DST-DMT, DCT-DMT, DWT-DMT, and FFT-DMT systems, employing a time-domain equalizer (TEQ), is investigated in the paper. It has been demonstrated by computer simulations that the proposed implementations outperform the FFT-DMT system and that the utilization of the TEQ can lead to higher bit rates  相似文献   

A Rare Case of Mucopolysaccharidosis     

Ipsita Choudhury  Mona A. Tilak  Arun Kumar Patra 《Indian journal of clinical biochemistry : IJCB》2014,29(1):101-106

Mucopolysaccharidosis are a group of rare metabolic disorders of the lysosomal storage disease family caused by the absence or malfunctioning of lysosomal enzymes responsible for their breakdown. It encompasses disorders in which undegraded or partly degraded glycosaminoglycans accumulate in the lysosomes of many tissues owing to a deficiency of specific lysosomal enzymes. Here we report a case of a 7 years old child displaying the symptoms of Morquio’s disease (Mucopolysaccharidosis type IV). Urine screening tests were performed which gave contrasting results.  相似文献   

Using WebCT,Wiki Spaces,and ePortfolios for Teaching and Building Information Literacy Skills     

Mona Florea 《图书馆管理杂志》2013,53(3-4):411-430

ABSTRACT

Librarians, as service providers, are always looking for innovative ways of using technology for designing and improving information systems that allow teaching and building of information literacy skills. Online learning and teaching tools offer teacher librarians undreamed of opportunities to enhance face-to-face information literacy instruction. This paper describes the librarian's research, discoveries, and experience with using WebCT Campus Edition and Vista, ePortfolios, and Wikis to deliver online information literacy instruction as part of fully-online, Web-enhanced, or hybrid courses. Models of librarian/faculty partnership and collaboration are also illustrated.  相似文献   

I. SLEEP AND DEVELOPMENT: INTRODUCTION TO THE MONOGRAPH          下载免费PDF全文

Mona El‐Sheikh  Avi Sadeh 《Monographs of the Society for Research in Child Development》2015,80(1):1-14

  相似文献   

CONTRIBUTORS          下载免费PDF全文

Mona El‐Sheikh 《Monographs of the Society for Research in Child Development》2015,80(1):196-200

  相似文献   

Creating Opportunities for Contact between Mainstream Pupils and their Counterparts with Learning Difficulties     

Michael Shevlin  & Astrid Mona O''Moore 《British Journal of Special Education》2000,27(1):16-21

Michael Shevlin, Lecturer in Education, and Astrid Mona O'Moore, Senior Lecturer in Child and Educational Psychology and Co-ordinator of the Anti-Bullying Centre, both at Trinity College, Dublin, describe a programme linking mainstream pupils and their counterparts with severe and profound learning difficulties, consider the reactions of the pupils, and assess the social and educational benefits for all involved.  相似文献   

‘Wrighting’ the self: new technologies and textual subjectivities     

Mona Sakr 《Learning, Media and Technology》2012,37(1):119-123

The expression of the self through multimodal texts is a central theme in education. While it has been suggested that new technologies act as important mediators in the relationship between texts and subjectivity, the mechanisms underlying such mediation has been a neglected topic of research. This paper considers the theoretical assumptions upon which speculation so far has been based and explores the methodologies that are best suited to investigating further the relationships between text, self and technology.  相似文献   

‘We can write!’ The writing workshop for young learners     

Amira Hachem  Mona Nabhani 《Education 3-13》2013,41(4):325-337

The study presents the process of differentiated instruction, its implementation, and impact on second graders in a Lebanese school It analyses how writing instruction has been differentiated through implementing the writing workshop to help students demonstrate improved writing skills. It examines the effects of second graders' participation in the writing workshop and discusses the factors that enabled students to develop their writing skills. Data collection includes pre- and post-writing samples, reflective journal and checklists during individual conferences. Findings show that students' writing skills improved as reflected in their progression of text, expansion of ideas, and development in conventional writing.  相似文献