Using methodological triangulation to examine the effectiveness of a mentoring program for online instructors     

Michelle Drouin  Jennifer Stewart  Karen Van Gorder 《Distance Education》2015,36(3):400-418

In this quasi-experimental mixed methods study, we examined the effectiveness of a faculty-to-faculty mentoring program to increase student success rates in online courses at an American university. Over one semester, 24 faculty mentees worked with 6 faculty mentors on improving course organization and implementing student engagement techniques. Using methodological triangulation, we found positive results for two of our effectiveness measures (i.e., mentor and mentee feedback and mentors’ ratings of mentees’ courses). However, in terms of our third measure (i.e., student learning data), although institutional data showed that there was a 4.1% aggregate increase in online student success after the intervention, the intervention group made no significantly greater gains than two control groups. Our findings highlight some benefits and shortcomings of these types of university initiatives and also emphasize the importance of using triangulation to integrate participant feedback with formal measures of student success.  相似文献   

Connected Classroom Technology Facilitates Multiple Components of Formative Assessment Practice     

Melissa L. Shirley  Karen E. Irving 《Journal of Science Education and Technology》2015,24(1):56-68

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Inclusion Practices in Elementary Physical Education: A Social-cognitive Perspective     

Jihoun An  Karen S. Meaney 《International Journal of Disability, Development & Education》2015,62(2):143-157

This study explored inclusion practices in general physical education (GPE) from the experiences and perspectives of elementary physical education teachers. The stories of four teachers (two females, two males) between 27 and 57 years of age were gathered using the phenomenological methods of semi-structured interviews, photographs, school documents, and field notes. Bandura’s social-cognitive theory provided a conceptual framework to interpret the findings of this inquiry. Three themes emerged from the thematic analysis: engaging in learning; adapting strategies to meet students’ needs; and moving beyond the educational goals. The findings suggest that inclusion practices (teacher’s behaviours) in GPE were constructed by the dynamic interactions between teachers’ knowledge of disability and motivation to learn about their students (personal factors) and children’s needs and learning goals (environment).  相似文献   

International students’ linguistic transitions into disciplinary studies: a rhizomatic perspective     

Dippold  Doris  Heron  Marion  Gravett  Karen 《Higher Education》2022,83(3):527-545

Higher Education - This paper offers a reconceptualisation of international students’ transitions into and through UK higher education. We present two case studies of students which explore...  相似文献   

Social goals as predictors of children's in vivo emotional responses to social challenges     

Karen D. Rudolph  Yuetian Li  Xiaomei Li  Tianying Cai 《Child development》2023,94(2):424-438

This study examined the role of social goals in shaping children's in vivo emotional responses during a challenging dyadic peer interaction. In all, 132 children (M_age = 9.46 years, SD = 0.33; 50% girls; 72% White) participated in a dyadic social challenge (conflict-of-interest situation) and reported their social goals and emotions during the task, and observers coded child emotions and dyad negativity. Mastery goals predicted more positive emotions unless interactions were highly negative. Performance-avoidance goals predicted more negative emotions, particularly in the context of negative interactions and disappointing outcomes. Performance-approach goals predicted less negative displayed emotions but more negative self-reported emotions. Findings provide novel insights into how context-specific social goals contribute to affective social competence during peer interactions.  相似文献   

Language and reading impairments are associated with increased prevalence of non-right-handedness     

Filippo Abbondanza  Philip S. Dale  Carol A. Wang  Marianna E. Hayiou-Thomas  Umar Toseeb  Tanner S. Koomar  Karen G. Wigg  Yu Feng  Kaitlyn M. Price  Elizabeth N. Kerr  Sharon L. Guger  Maureen W. Lovett  Lisa J. Strug  Elsje van Bergen  Conor V. Dolan  J. Bruce Tomblin  Kristina Moll  Gerd Schulte-Körne  Nina Neuhoff  Andreas Warnke  Simon E. Fisher  Cathy L. Barr  Jacob J. Michaelson  Dorret I. Boomsma  Margaret J. Snowling  Charles Hulme  Andrew J. O. Whitehouse  Craig E. Pennell  Dianne F. Newbury  John Stein  Joel B. Talcott  Dorothy V. M. Bishop  Silvia Paracchini 《Child development》2023,94(4):970-984

Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–19 years old; European ethnicity) using a priori set criteria. A meta-analysis (N_cases = 1994) showed elevated NRH % in individuals with language/reading impairment compared with controls (OR = 1.21, CI = 1.06–1.39, p = .01). The association between reading/language impairments and NRH could result from shared pathways underlying brain lateralization, handedness, and cognitive functions.  相似文献   

Examination of the role of transient receptor potential vanilloid type 4 in endothelial responses to shear forces     

Sara Baratchi  Francisco J. Tovar-Lopez  Khashayar Khoshmanesh  Megan S. Grace  William Darby  Juhura Almazi  Arnan Mitchell  Peter McIntyre 《Biomicrofluidics》2014,8(4)

Shear stress is the major mechanical force applied on vascular endothelial cells by blood flow, and is a crucial factor in normal vascular physiology and in the development of some vascular pathologies. The exact mechanisms of cellular mechano-transduction in mammalian cells and tissues have not yet been elucidated, but it is known that mechanically sensitive receptors and ion channels play a crucial role. This paper describes the use of a novel and efficient microfluidic device to study mechanically-sensitive receptors and ion channels in vitro, which has three independent channels from which recordings can be made and has a small surface area such that fewer cells are required than for conventional flow chambers. The contoured channels of the device enabled examination of a range of shear stresses in one field of view, which is not possible with parallel plate flow chambers and other previously used devices, where one level of flow-induced shear stress is produced per fixed flow-rate. We exposed bovine aortic endothelial cells to different levels of shear stress, and measured the resulting change in intracellular calcium levels ([Ca²⁺]_i) using the fluorescent calcium sensitive dye Fluo-4AM. Shear stress caused an elevation of [Ca²⁺]_i that was proportional to the level of shear experienced. The response was temperature dependant such that at lower temperatures more shear stress was required to elicit a given level of calcium signal and the magnitude of influx was reduced. We demonstrated that shear stress-induced elevations in [Ca²⁺]_i are largely due to calcium influx through the transient receptor potential vanilloid type 4 ion channel.  相似文献   

Preservice Teacher Beliefs about Student Disengagemnt     

Karen Osterman  Darra Pace 《Teaching Education》2013,24(2)

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Significance of context in university students' (meta)cognitions related to group work: A multi-layered,multi-dimensional and cultural approach     

Karen Kimmel  Simone Volet 《Learning and Instruction》2010,20(6):449-464

This article examines the significance of context in university students' development of (meta)cognitions related to a specific group assignment. For this purpose context was conceptualised at two levels: class (Business, Science) and small groups within class (culturally diverse, non-diverse). Diverging trends in (meta)cognitions emerged at class and small group levels, which reflected affordances and constraints of the learning contexts. The value of incorporating a cultural angle in research on group work was confirmed. Overall, the findings highlight the usefulness of a multi-layered learning contexts design for enhancing our understanding of the developing nature of students' multi-dimensional experiences of group work.  相似文献   

Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy     

Karen Gregory 《Journal of Cultural Economy》2017,10(6):552-555

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