Bullying and the Unique Socioemotional Needs of Gifted and Talented Early Adolescents: Veteran Teacher Perspectives and Practices     

William T. Allen Jr. 《Roeper Review》2017,39(4):269-283

Much is written at the elementary school level concerning bullying and the socioemotional needs of gifted and talented (GT) students; however, in the last 10 years, little qualitative research exists concerning the early adolescent GT age group. In the social environment of classroom life, early and current research indicates that many of these students experience neurotic perfectionism, overexciteabilities (OEs), developmental asynchrony, and bullying. The formation of autonomous classes (GT-only classes) has afforded some hope concerning the amelioration of such problems; nevertheless, in this study, detailed evidence of classroom bullying in the form of social ostracism and teasing has been found with this GT age group. If left unchecked, psychological autopsies have shown these students suffering emotional difficulties and even committing suicide as a result of school and classroom torment. With such potential for classroom bullying problems, few studies address what veteran teachers of early adolescent GT students do to keep students psychologically safe. Within the social milieu of classroom life, and in comparison to research standards, this study explores three efficacious teacher perspectives and practices.  相似文献   

Neither naïve nor nihilistic: researching for teacher education     

Leonie Rowan  Parlo Singh  Jeanne Allen 《Asia-Pacific Journal of Teacher Education》2016,44(5):417-420

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Nonlinearity in filmic presentation: Part II,discussion     

Stuart M. Cooney  William H. Allen 《Educational technology research and development : ETR & D》1964,12(3):302-324

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Preface     

Allen J. Edwards  Editor 《Contemporary educational psychology》1986,11(4)

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Scoring measures of word dictation curriculum‐based measurement in writing: Effects of incremental administration     

Apryl L. Poch  Abigail A. Allen  Erica S. Lembke 《Psychology in the schools》2019,56(5):702-723

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Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity     

Carrie D. Allen 《学习科学杂志》2017,26(3):407-436

In this article, we investigate how the national imperative to increase opportunities for young women of color in science, technology, engineering, and mathematics (STEM) and to broaden their participation was taken up locally at two high schools in one school district. Using ethnographic and longitudinal data, we focus on four young women of color (two at each school) as they negotiated STEM-related identities in the discursive and practice contexts of their lives at school. Using Holland and Lave’s concept of history in person, we view the young women as fighting for particular versions of a future self while entangled in discursive and social relations that threatened to position them differently than they wished to be. We find that their fight for future selves was not—for them—with the national narrative about women of color in STEM but with local school narratives that negatively positioned students of color more broadly and remained silent on issues of gender, the intersection of gender and race, and the implications for STEM. High school success in STEM came as a hopeful but potentially fragile byproduct of struggles to differentiate themselves from people like them (other Blacks, Latinas, the poor). Implications of these findings are discussed.  相似文献   

    

Jeff Willden 《TechTrends》2001,45(2):11

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What Teachers Take from Professional Development: Cases and Implications     

Jeff D. Farmer  Helen Gerretson  Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360

In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications.  相似文献   

How do instructional designers evaluate? A qualitative study of evaluation in practice     

David D. Williams  Joseph B. South  Stephen C. Yanchar  Brent G. Wilson  Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907

This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research are discussed.  相似文献   

The effects of child maltreatment on language development     

Rebecca E. Allen  J.M. Oliver 《Child abuse & neglect》1982,6(3):299-305

The separate effects of child neglect, abuse, and their interaction upon language development as measured by the Preschool Language Scale were examined in four groups of children (n = 79) in a quasi-experimental design. There were three groups of maltreated subjects, all drawn from a treatment center: an abused only group (n = 13), a neglected only group (n = 7), and an abused and neglected group (n = 31); a non-maltreated group (n = 28) was drawn from a day care center. Abuse, neglect, and their interaction were used to predict both auditory comprehension and verbal ability as separate criteria in two stepwise multiple regression equations, where the variance attributable to gender and mother's status on Aid to Dependent Children had been removed. Child neglect was found to predict significantly both auditory comprehension and verbal ability. Neither child abuse nor the interaction between abuse and neglect significantly predicted either dependent variable. These findings suggest that child neglect may be the critical type of maltreatment associated with language delay.  相似文献