Working as Partners: School teachers' experiences as university-based teacher educators     

Barbara Russell  Jan Chapman 《Asia-Pacific Journal of Teacher Education》2001,29(3):235-248

A qualitative study was undertaken of 25 teachers who have taken time away from schools or early childhood centres to work on short-term contracts in a university college of education preservice teacher education programme. The study considers their perceptions of the experience and how this might impact on the partnerships between colleges and schools or early childhood centres. Findings suggest that there are benefits and difficulties associated with short-term contracts. However, overall participants found that teaching in a preservice teacher education programme was a very valuable professional experience and that it enhanced their ability to support student teachers more effectively.  相似文献   

Facilitating preservice teachers’ development of mathematics knowledge for teaching arithmetic operations     

Olive Chapman 《Journal of Mathematics Teacher Education》2007,10(4-6):341-349

Mathematical tasks, centered on arithmetic word problems, are discussed as the basis of an approach to facilitate preservice elementary teachers’ development of mathematical knowledge for teaching arithmetic operations. The approach consists of three groups of tasks that allow students to reflect on their initial knowledge, explore arithmetic word problem situations from multiple perspectives, and apply their resulting knowledge, respectively. Findings from the investigation of the approach indicate that the tasks can provide an effective and meaningful basis to help preservice teachers to develop deeper understandings of the arithmetic operations and their relationships and pedagogical-mathematical knowledge for teaching the arithmetic operations conceptually.  相似文献   

“Nothing is impossible”: characteristics of Hispanic females participating in an informal STEM setting     

Chapman  Angela  Rodriguez  Felicia D.  Pena  Carmen  Hinojosa  Erica  Morales  Lizbeth  Del Bosque  Valeria  Tijerina  Yakeline  Tarawneh  Constantine 《Cultural Studies of Science Education》2020,15(3):723-737

Cultural Studies of Science Education - Factors that influence the underrepresentation of females in STEM careers begin early in childhood when gender biases and stereotypes emerge. Stereotypes...  相似文献   

“Cloning” in academe: Mentorship and academic careers   总被引：2，自引：0，他引：2  

Robert T. Blackburn  David W. Chapman  Susan M. Cameron 《Research in higher education》1981,15(4):315-327

Mentor professors were surveyed with respect to their most successful protégés regarding scholarly production, the mentorship role, and their careers. Career stage, network stratification, and weak-tie theories provided the conceptual frameworks. The 62 mentors were highly productive professors who were predominantly both graduates and employees of research universities. Mentors overwhelmingly nominated as their most successful protégés those whose careers were essentially identical to their own—i.e., their clones. Women mentors named as most successfully protégés more than twice as many females and males than men did. More productive mentors linked with a greater number of protégés but were less knowledgable about their personal lives, as Granovetter's theory would predict. The results also demonstrate the openness of the network within stratified levels.  相似文献   

On Restructuring School Science Education     

Bryan Chapman 《Studies in Science Education》2013,49(1):194-201

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A personal view from China in turmoil: Eyewitnesses to revolution     

Ellen Chapman  Ronald Chapman 《International Information and Library Review》2013,45(3):141-148

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Note on two apparent large temporary local magnetic disturbances possibly connected with earthquakes     

S. Chapman 《Journal of The Franklin Institute》1930,210(5):608

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Poly-victimization among juvenile justice-involved youths     

Julian D. Ford  Damion J. Grasso  Josephine Hawke  John F. Chapman 《Child abuse & neglect》2013

Objectives

This study replicates and extends the research literature on poly-victimization with a vulnerable and under-served population, juvenile justice-involved youths.

Methods

N = 1959, 10–16 year old youths (76% male; 74% youth of color) consecutively newly admitted to juvenile detention facilities completed psychometric measures of trauma history, posttraumatic stress, affect regulation, alcohol/drug use, suicide risk, and somatic complaints.

Results

Using latent class analysis derived from 19 types of adversity, three unique classes best fit the data. A poly-victim class (49% female, 51% youth of color) accounted for 5% of the sample and reported a mean of 11.4 (SD = 1.1) types. A relatively moderate adversity class (31% female, 70% youth of color) accounted for 36% of the sample and reported a mean of 8.9 (SD = 0.3) types of adversity and 2.65 (SD = 1.1) types of traumatic adversity. A low adversity class (59% of the sample; 17% female, 78% youth of color) reported a mean of 7.4 (SD = 0.4) adversity types but only 0.3 (SD = 0.45) types of traumatic adversity. The relatively moderate adversity class was comparable to poly-victims in endorsing extensive non-victimization traumatic adversity (e.g., accidental and loss trauma), but poly-victims were distinct from both moderate and low adversity class members in the likelihood of reporting all but one type of traumatic victimization, multiple types of traumatic victimization, and severe emotional and behavioral problems. Girls were at particularly high risk of poly-victimization, and African American and White youths also were at risk for poly-victimization.

Conclusions

Although youth involved in the juvenile justice system typically have experienced substantial victimization, a poly-victimized sub-group, especially (but not exclusively) girls, warrants particular scientific, clinical, and rehabilitative attention in order to address the most severe behavioral and mental health problems and risks faced by this vulnerable population.  相似文献   

Using appreciative inquiry to explore the professional practice of a midwife lecturer     

Lynn Chapman  David Giles 《Studies in Continuing Education》2013,35(3):297-305

This paper reports on an exploration into the professional practice of a lecturer using the appreciative inquiry (AI) approach. This facilitated inquiry intentionally sought to apply the AI approach to the practice of an individual, an application that is different to its predominant usage with groups. The context for this research was the professional practice of a lecturer within an innovative narrative curriculum for midwifery. Evidence was gathered through the re-telling of moments of peak performance. The AI process starts from actual practice and returns to the implications for practice. In the process, the inquiry explores questions such as, when am I at my ‘best’ as a lecturer? What patterns and themes exist across the stories of peak performance? How can my future practice be influenced by these themes. An important aspect of this research was the facilitation of the process which supported the movement of the research process and the critical reflection that is integral to such an inquiry. Such facilitation is particularly critical to the development of provocative propositions and an action plan for future practice. The experience and findings of this research suggest that the AI approach is well suited to a holistic consideration of an individual's professional practice.  相似文献   

Towards an integration of the theory of planned behaviour and cognitive behavioural strategies: an example from a school-based injury prevention programme     

Lisa Buckley  Mary Sheehan  Ian Shochet  Rebekah L. Chapman 《Educational studies》2013,39(3):285-297

Adolescent risk-taking behaviour has potentially serious injury consequences and school-based behaviour change programmes provide potential for reducing such harm. A well-designed programme is likely to be theory-based and ecologically valid; however, it is rare that the operationalisation process of theories is described. The aim of this paper is to outline how the theory of planned behaviour and cognitive behavioural therapy informed intervention design in a school setting. Teacher interviews provided insights into strategies that might be implemented within the curriculum and provided detail used to operationalise theory constructs. Benefits and challenges in applying both theories are described with examples from an injury prevention programme, Skills for Preventing Injury in Youth.  相似文献