Residence and the first year student     

C. L. Jones  P. M. McMichael  A. F. McPherson 《Higher Education Quarterly》1973,28(1):111-122

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New practices in doing academic development: Twitter as an informal learning space     

Megan McPherson  Kylie Budge  Narelle Lemon 《International Journal for Academic Development》2015,20(2):126-136

Using social media platforms to build informal learning processes and social networks is significant in academic development practices within higher education. We present three vignettes illustrating academic practices occurring on Twitter to show that using social media is beneficial for building networks of academics, locally and globally, enhancing information flows, inspiring thinking, and motivating academic practice. Using a reflective and diffractive methodology, we illuminate how different flows of forces and relations are enacted. We argue it is in this fluidity of informal learning that perspectives are contested and shaped, and that academic developers can benefit by encompassing such practices.  相似文献   

Preschool Directors’ Attitudes Towards the Integration of Children with Disabilities Into Regular Preschools in New South Wales     

Sandra Bochner  Moira Pieterse 《International Journal of Disability, Development & Education》1989,36(2):133-150

THE ATTITUDES of preschool directors in New South Wales towards the integration of children with disabilities were surveyed using a questionnaire that had been developed in early studies in this area. Analysis of data showed that directors were most positive about children with mild impairments, for whom they felt they had appropriate training and resources. They were least positive about children who required additional help that was outside their regular duties. Skills required by teachers and directors involved in integration included general competence, knowledge of specialised techniques that are required and an ability to work with therapists, special advisors and other support staff. Directors who had postgraduate qualifications and those from community preschools tended to be more positive about integration than other groups. Overall, it was concluded that integration is most likely to be successful if children are placed in centres where staff are positive and feel they have the necessary skills.  相似文献   

Deconstructing residential immersive life skills programming through a pedagogical lens: mechanisms that can facilitate learning for youth with disabilities     

Celeste Duff  Amy C McPherson  Gillian King  Shauna Kingsnorth 《Journal of Research in Special Educational Needs》2020,20(2):121-129

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Global Nihilism and Local Meanings? Dreyfus on Kierkegaard and Heidegger Today     

Ian  McPherson 《Educational Philosophy and Theory》2002,34(4):395-401

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Student Teachers’ Beliefs and a Changing Teacher Role     

Moira Von Wright 《欧洲师范教育杂志》1997,20(3):257-266

This article discusses the encounters between the changing expectations on the teacher role, teacher education and Swedish student teachers’ beliefs about their role as teachers, with special emphasis on the socialisation process of the pupils and the teacher's possible influence on it. The discussion is based on two empirical studies among Swedish compulsory school student teachers (M. von Wright, (1996) Propedeusis? Om motet mellan lärarstuderande och lärarutbildningen, in: Grundskollärarutbüdningen 1995. En utvärdering. Högskoleverkets rapportserie 1996:1 R.; M. von Wright (1997) Socialisationsprocessen. Metaforer och synsätt hos blivande lärare. Licentiatuppsats. Lärarhögskolan i Stockholm). The results show that student teachers when they enter their education on the one hand tend to carry with them explicit expectations which strongly reflect the values of what is considered pedagogically correct. At the same time students express implicit beliefs and underlying conceptions of human development, which in many cases are incoherent. During teacher education the pedagogically correct beliefs might become replaced, but implicit beliefs as affinity to certain pedagogical discourses are not changed or brought to awareness unless they are seriously challenged and problematised. Yet these beliefs direct the students’ attention. Changing demands on the teacher role bring about expectations on a shift in thinking about teaching and learning. Teacher education and educators can play important roles in making the students aware of their everyday beliefs and eventually change them.  相似文献   

The Dark Side of Instruction: Teacher Anger as Classroom Norm Violations     

Mary B. McPherson  Patricia Kearney  Timothy G. Plax 《Journal of Applied Communication Research》2013,41(1):76-90

Based on norm violation theory, we examined students' reactions to teachers' normative and nonnormative expressions of anger. College students ( N = 301 ) judged the appropriateness and intensity of teachers' anger in the classroom for four modes of expression: Distributive Aggression, Passive Aggression, Integrative Assertion, and Nonassertive Denial. Students rated both types of aggressive expressions as highly intense and inappropriate (or nonnormative), but assertive displays as appropriate and less intense. Additionally, aggressive expressions were negatively related to students' affect, whereas assertive expressions were positively related to affect. Findings extend norm violation theory by identifying how teacher anger should be expressed and when during the semester anger is more likely to be perceived as inappropriate. Moreover, this study illustrates how normative violations of anger are associated with negative evaluations of the teacher and course.  相似文献   

A meta‐analytic review of the cover‐copy‐compare and variations of this self‐management procedure     

Laurice M. Joseph  Moira Konrad  Gary Cates  Terra Vajcner  Elisha Eveleigh  Katelyn M. Fishley 《Psychology in the schools》2012,49(2):122-136

Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc.  相似文献   

Teacher education in the United Kingdom post devolution: convergences and divergences     

Gary Beauchamp  Linda Clarke  Moira Hulme  Jean Murray 《牛津教育评论》2013,39(2):154-170

This paper examines the roles of research in teacher education across the four nations of the United Kingdom. Both devolution and on-going reviews of teacher education are facilitating a greater degree of cross-national divergence. England is becoming a distinct outlier, in which the locus for teacher education is moving increasingly away from Higher Education Institutions and towards an ever-growing number of school-based providers. While the idea of teaching as a research-based profession is increasingly evident in Scotland, Northern Ireland and Wales, it seems that England, at least in respect of the political rhetoric, recent reforms and explicit definitions, is fixed on a contrastingly divergent trajectory towards the idea of teaching as a craft-based occupation, with a concomitant emphasis on a (re)turn to the practical. It is recommended that research is urgently needed to plot these divergences and to examine their consequences for teacher education, educational research and professionalism.  相似文献   

What students think when teachers get upset: Fundamental attribution error and student‐generated reasons for teacher anger     

Mary B. McPherson  Stacy L. Young 《Communication quarterly》2013,61(4):357-369

Using a sample of college students (N = 301), this study examined students' attributions about and explanations for teachers' expressions of anger in the classroom. These displays of anger were evaluated based on the extent to which they were aggressive (e.g., Distributive or Passive) or assertive (e.g., Integrative). Consistent with the fundamental attribution error, students assigned internal attributions to teachers who used Distributive Aggression (e.g., yell and scream) and Passive‐Aggression (e.g., show anger with cold looks) to a greater extent than teachers who were Assertive (i.e., calmly discuss the problem with the students). When students were asked to identify why they thought their teacher was angry, the overwhelming majority of reasons involved student‐related problems. In fact, the most frequently cited reason was Student Misbehaviors followed by Lack of Student Effort. Surprisingly, students acknowledge that something they did triggered the teacher's display of anger; however, consistent with fundamental attribution error, students still attributed the teacher's expression of anger to internal causes. The implications of these findings for negative emotional expressions in the instructional context in particular and for teacher‐student relationships in general are discussed.  相似文献