The Teacher Education Internet Server: an evolving resource for educators     

Bernard Robin  Glen Bull  Gina Bull  Perry Willis 《Technology, Pedagogy and Education》2013,22(2):253-259

ABSTRACT

The Society for Information Technology and Teacher Education (SITE) is an international organization of teacher educators from all disciplines who are interested in the creation and dissemination of knowledge about the use of information technology in teacher education. The Teacher Education Internet Server (TEIS) has been established by SITE to support professional interchange and academic discourse and will serve as a complement to traditional ways of sharing academic information such as professional journals and conferences. With the evolution and spread of Internet information servers, it is envisioned that TEIS may make worthwhile contributions to use of technology in teacher education. As telecommunications technologies evolve, from FTP to Gopher to the World Wide Web, a major challenge for TEIS remains: to develop guidelines for collaboration at a distance that allow educators from around the world to work together to identify, acquire, and organize information and related materials. The notion of volunteer ‘curators’ for different academic areas is being explored as one possible method for support of such collaboration. It is hoped that the Teacher Education Internet Server will become a useful resource for those integrating technology into teacher education, allowing educators throughout the world to share their work and ideas with their colleagues.  相似文献   

Trait anticipatory public speaking anxiety as a function of self‐efficacy expectations and self‐handicapping strategies     

Anne E. Lucchetti  Gina L. Phipps  Ralph R. Behnke 《Communication Research Reports》2013,30(4):348-356

The purpose of this study was to determine if the independent variables of self‐efficacy expectations and self‐handicapping strategies would predict trait anticipatory public speaking anxiety. A model was proposed and tested in which self‐efficacy expectations were found to be significant independent predictors of trait anticipatory public speaking anxiety. Self‐handicapping was not a significant predictor. Implications for future research are discussed.  相似文献   

Cyborgs in the Academic Library: A Cyberfeminist Approach to Information Literacy Instruction     

Gina Schlesselman-Tarango 《Behavioral & Social Sciences Librarian》2013,32(1):29-46

This article expands on the figure of the cyborg librarian (Yoder 2003), specifically addressing its overtly cyberfeminist intentions. Drawing on critical information literacy and feminist pedagogy, the cyborg is positioned within the discussion of academic library instruction. This article suggests cyberfeminist techniques for encouraging students to navigate complex and diasporic information resources while thinking critically about issues of diversity and inclusion. Also provided are examples of ways in which the cyborg can guide students to use digital technologies to subvert the narratives that are woven throughout dominant information and knowledge paradigms.  相似文献   

The relationships among loneliness,self/partner constructive maintenance behavior,and relational satisfaction in two cultures     

Young‐Ok Yum 《Communication Studies》2013,64(4):451-467

Previous research has shown that individuals in a close relationship or with good support network can suffer loneliness and that feelings of loneliness can cause negative perceptions of relationship quality and communication behavior of self and partner. The present study investigated the associations of self‐/partner‐perceived constructive communication behavior with loneliness and relational satisfaction in close relationships in South Korea and the United States. The results indicated that lonely individuals perceived themselves and their partners as displaying positive behaviors significantly less than did non‐lonely individuals, regardless of culture. Lonely people felt significantly less satisfied in a relationship than did their non‐lonely counterparts across cultures. However, as predicted, cultural differences emerged with respect to the significant indicators of loneliness: only self behavior for Koreans and only partner behavior for Americans. The results suggest that even a moderate level of loneliness can affect perceptions of constructive communication effort by self and others and relational satisfaction in close relationships across cultures.  相似文献   

Coercion for Asian conquest: Japanese militarism and Korean sport, 1938–45     

Gwang Ok 《国际体育史杂志》2013,30(3):338-356

In the third phase of Japanese colonialism in Korea, from 1937 to 1945, after the Sino-Japanese War in 1937, Japan became a militaristic state. It expanded onto the Asian mainland. Korea was an important military base in this military expansion. The colonial policy shifted from cultural amalgamation to military oppression. This period was the darkest and the most oppressive colonial period. In the line with the new colonial policy, the government closely watched nationalist suspects. It introduced the Regulation for the Observation of Korean Ideologists in 1936 and the Regulation for Detention in Custody in 1941 whilst it also carried out the “Cultural Erasure Policy”. Korean sport was seen as a part of this new colonial policy. Japan used sport to advance its militarism. Thus gymnastics for the Imperial Subject was introduced across society. Furthermore, military drill was performed in schools along with Japanese traditional martial arts.  相似文献   

Estimation of teacher practices based on text transcripts of teacher speech using a support vector machine algorithm     

Roberto Araya  Francisco Plana  Pablo Dartnell  Jorge Soto‐Andrade  Gina Luci  Elena Salinas  Marylen Araya 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):837-846

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The impact of an integrated approach to science and literacy in elementary school classrooms     

Gina N. Cervetti  Jacqueline Barber  Rena Dorph  P. David Pearson  Pete G. Goldschmidt 《科学教学研究杂志》2012,49(5):631-658

This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012  相似文献   

From Gatekeeping to Engagement: A Multicontextual, Mixed Method Study of Student Academic Engagement in Introductory STEM Courses     

Josephine A. Gasiewski  M. Kevin Eagan  Gina A. Garcia  Sylvia Hurtado  Mitchell J. Chang 《Research in higher education》2012,53(2):229-261

The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.  相似文献   

A person-oriented approach to understanding dimensions of parenting in low-income mothers   总被引：1，自引：0，他引：1  

Gina A. Cook  Lori A. Roggman  Kim D’zatko 《Early childhood research quarterly》2012

The purpose of this study was to examine parenting types in a low-income sample from a person-oriented approach. Data were used from a public use data set from the Early Head Start Research and Evaluation Project (EHSREP) along with new extant ratings of parenting behavior from the EHSREP archive of videotaped parent–child observations. Parenting behavior indicators were examined using latent class analysis as a grouping strategy across three time points to characterize this sample of 2631 Early Head Start mothers. Three latent classes of mothers were identified at 14, 24, and 36 months: developmentally supportive (the largest group in this sample), unsupportive, and negative. Predictors of parenting types were also examined and parenting types were linked to child outcomes. The results of these analyses show common characteristics of these distinct types of parents likely to be in Early Head Start programs and may help programs identify which families would most benefit from services to help them increase behaviors to promote their young children's early development.  相似文献   

An Assessment of Turkish Young Pupils’ Environmental Literacy: A nationwide survey     

Mehmet Erdogan  Ahmet Ok 《International Journal of Science Education》2013,35(17):2375-2406

The purpose of this nationwide survey was to assess young Turkish pupils’ environmental literacy (EL) level by considering six EL components. The sample of the study comprised of 2,412 fifth graders selected from 78 elementary schools (26 private and 52 public) in 26 provinces of Turkey. Data were obtained through the use of an elementary school environmental literacy instrument (ESELI) including five parts and total of 75 items. The results revealed that the composite EL score of the students was found to be 149.66 (SD = 26.19), suggesting a moderate level of EL among 61% percent of the students (n = 1,545). On the other hand, more than a quarter of the participants (27.3%, n = 659) held high level EL, whereas only 22 students (0.9%) showed low level EL. The implications of the results to policy, practice, and further research were discussed at the end of the study.  相似文献