Expository text difficulty for elementary emerging bilingual students: Does it matter?     

Laura Beth Kelly 《The Journal of educational research》2019,112(4):512-527

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Developing an Eating Disorder Peer Advocate Program on Campus: A Report on the Eating Disorder Awareness and Advocacy Program (EDAAP)     

Eva Schoen  Kelly Clougher  Joanna Wiese 《Journal of College Student Psychotherapy》2020,34(3):211-227

ABSTRACT

This article describes the development and implementation of a peer advocate program for eating disorders and body image outreach on a college campus. Empirical and conceptual literature on the use of peer educators and peer advocates in college student mental health is reviewed. Peer advocate program mission, history, implementation, and training components are described. Learning outcome assessment findings of peer advocate learning are discussed. A counseling center perspective on benefits, challenges, and limitations of facilitating this peer advocate program is shared.  相似文献   

Social mapping and environmental education: dialogues from participatory mapping in the Pantanal,Mato Grosso,Brazil     

Regina Silva  Michelle Jaber  Michèle Sato 《Environmental Education Research》2018,24(10):1514-1526

Abstract

This article illustrates the steps taken to enact a new methodology for participatory social mapping by the Environmental Education, Communications and the Arts (GPEA) Research Group of the Federal University of Mato Grosso (UFMT). The aim of Social Mapping is to record the identities, territories and socio-environmental conflicts experienced by social groups, based on their own namings and narratives, rather than relying on those more typically generated or provided by researchers or theorists. As such, it offers an important dialogical pathway for environmental education practices, in that it highlights the intrinsic relationship between culture and nature, and reinforces the understanding that the loss of one implies the disappearance of the other.  相似文献   

Donald J. Trump and the rhetoric of ressentiment     

Casey Ryan Kelly 《Quarterly Journal of Speech》2020,106(1):2-24

ABSTRACT

This essay contributes to and reframes the preliminary scholarly assessments of President Donald J. Trump's appeals to rage, malice, and revenge by sketching the rhetorical dimensions of an underlying emotional-moral framework in which victimization, resentment, and revenge are inverted civic virtues. I elaborate on the concept of ressentiment (re-sentiment), a condition in which a subject is addled by rage and envy yet remains impotent, subjugated and unable to act on or adequately express frustration. Though anger and resentment capture part of Trump's affective register, I suggest that ressentiment accounts for the unique intersection where powerful sentiments and self-serving morality are coupled with feelings of powerlessness and ruminations on past injuries. Thus, shifting focus from the rhetoric of resentment to that of ressentiment explains how Trump is able to sustain the affective charge of animus without forfeiting the moral high ground of victimhood to his audience's “oppressors”—Democrats, the press, criminals, immigrants, foreign adversaries, welfare recipients, the Me Too movement, “globalists,” and racial Others.  相似文献   

Predictors of spelling and writing skills in first- and second-language learners     

Gina L. Harrison  Lauren D. Goegan  Rachel Jalbert  Kelly McManus  Kristin Sinclair  Jessica Spurling 《Reading and writing》2016,29(1):69-89

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Transversal traits in science education research relevant for teaching and research: A meta‐interpretative study     

J. Bernardino Lopes  António Alberto Silva  José P. Cravino  Nilza Costa  Luís Marques  Carlos Campos 《科学教学研究杂志》2008,45(5):574-599

This study is a meta‐interpretative analysis that focuses on research conducted and published by other researchers. Concepts central to this study include global practical relevance, curriculum design, and formative situation. We analyzed 35 studies selected from 374 published studies in the years 2000 and 2001 in three journals referenced in the International Scientific Index. Using a replicable methodology developed specifically for this research, we found evidence of s clusters of variables that suggest the existence of transversal traits in the 35 science education research studies. These results form a reference framework of theoretical and practical knowledge relevant for research and practice pertaining to teaching and learning science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 574–599, 2008  相似文献   

Student error patterns as a function of curriculum design: teaching fractions to remedial high school students and high school students with learning disabilities     

B Kelly  R Gersten  D Carnine 《Journal of learning disabilities》1990,23(1):23-29

This study evaluated the relative effectiveness of a curriculum that incorporated three empirically derived principles of curriculum design with a basal approach in teaching basic fractions concepts to students with learning disabilities and other low performing students in high school remedial math classes. The components of effective mathematics instruction articulated by Good and Grouws (1979) were implemented in both conditions. Thus, the curriculum design variables were isolated by keeping all other aspects of instruction constant. Results indicated that, although both programs were reasonably successful in teaching the material, the curriculum program utilizing sophisticated principles of curriculum design was significantly more effective. Mean scores on a curriculum-referenced test were 96.5% for that group and 82.3% for the basal group. Secondary analyses of item clusters revealed that areas of weakness in the performance of the basal group could be directly linked to hypothesized flaws in its curriculum design.  相似文献   

Opportunities for older learners: Older students in the open university     

Patrick Kelly 《Distance Education》1989,10(1):64-82

This paper discusses research carried out by the Older Students' Research Group in the UK Open University between 1982–87. It examines the motivation, experience and performance of OU undergraduate students aged 60 and over and compares older OU students with the rest of the OU student body and with older students in a variety of other educational organisations. It argues that the success of older students in the Open University indicates that distance education has considerable potential as a mode of study for older people.  相似文献   

Linking literacy teaching with assessment: a continuing professional development initiative for secondary schools     

Douglas Fisher  Diane Lapp  James Flood  Kelly Moore 《Literacy》2006,40(2):115-122

As part of a professional development initiative helping secondary school teachers use assessment data to guide their instruction, teachers in this study changed their knowledge, skills and dispositions. Over time, they were able to identify assessments, administer these assessments, interpret the results and plan instruction. As a result, the students who were tutored by these teachers increased their achievement compared with a control group.  相似文献   

Learning action learning: a journey     

Brad Ceely  Anne Maree Davis  Natalie Hooke  Margaret Kelly  Claudia Watson 《Action Learning: Research and Practice》2008,5(1):57-63

The action learning set (ALS) is an often-used tool in practice development to facilitate group reflection. As such, its use evolves in the hands of the participants as they become more comfortable with the process and as trust develops amongst group members. This paper aims to discuss the journey of one ALS over a 2-year period. It seeks to highlight the process of learning through an ALS and the complexity of making the process meaningful for the participants. The role of trust within an ALS cannot be overstated. This was an imperative factor in the overall effectiveness of the set.  相似文献