Conceptions of Science Teacher Mentoring and Mentoring Practice in an Alternative Certification Program     

Thomas R. Koballa Jr.  Leslie Upson Bradbury  Shawn M. Glynn  Cynthia Minchew Deaton 《Journal of Science Teacher Education》2008,19(4):391-411

Conceptions of mentoring held by six mentors and six beginning science teachers in an alternative certification program were explored qualitatively by means of case studies and phenomenography. Interviews with the six mentors and six beginning teachers produced 379 statements that were grouped into six conceptual categories. The categories of apprenticeship, personal support, and colearning revealed the variation in how mentors and beginning teachers conceptualized school-based mentoring. The conceptions functioned as referents for their mentoring practice. Mentoring as apprenticeship was the dominant conception among both the beginning teachers and mentors. The findings of this study imply that conceptions of mentoring held by mentors and beginning science teachers should be considered when organizing the school-based component of alternative certification programs.  相似文献   

The CREATE Strategy for Intensive Analysis of Primary Literature Can Be Used Effectively by Newly Trained Faculty to Produce Multiple Gains in Diverse Students     

Leslie M. Stevens  Sally G. Hoskins 《CBE life sciences education》2014,13(2):224-242

The CREATE (Consider Read, Elucidate the hypotheses, Analyze and interpret the data, and Think of the next Experiment) strategy aims to demystify scientific research and scientists while building critical thinking, reading/analytical skills, and improved science attitudes through intensive analysis of primary literature. CREATE was developed and piloted at the City College of New York (CCNY), a 4-yr, minority-serving institution, with both upper-level biology majors and first-year students interested in science, technology, engineering, and mathematics. To test the extent to which CREATE strategies are broadly applicable to students at private, public, research-intensive, and/or primarily undergraduate colleges/universities, we trained a cohort of faculty from the New York/New Jersey/Pennsylvania area in CREATE pedagogies, then followed a subset, the CREATE implementers (CIs), as they taught all or part of an existing course on their home campuses using CREATE approaches. Evaluation of the workshops, the CIs, and their students was carried out both by the principal investigators and by an outside evaluator working independently. Our data indicate that: intensive workshops change aspects of faculty attitudes about teaching/learning; workshop-trained faculty can effectively design and teach CREATE courses; and students taught by such faculty on multiple campuses make significant cognitive and affective gains that parallel the changes documented previously at CCNY.  相似文献   

“So it Takes Extra Time and Effort,Pero, Vale la Pena”: A Bilingual Teacher’s Testimonio Revealing Pedagogical Clarity     

Espinoza  Katherine  Guzmán  Norma  Salazar  María Elena 《The Urban Review》2022,54(3):390-410

The Urban Review - This testimonio examines how a 3rd grade bilingual teacher unpacks the learning process as it relates to her agency in implementing culturally relevant (Ladson-Billings, Am Educ...  相似文献   

Education Abroad and College Completion     

Bhatt  Rachana  Bell  Angela  Rubin  Donald L.  Shiflet  Coryn  Hodges  Leslie 《Research in higher education》2022,63(6):987-1014

Research in Higher Education - While some stakeholders presume that studying abroad distracts students from efficient pursuit of their programs of study, others regard education abroad as a high...  相似文献   

Stress‐Induced Elevation of Oxytocin in Maltreated Children: Evolution,Neurodevelopment, and Social Behavior     

Leslie J. Seltzer  Toni Ziegler  Michael J. Connolly  Ashley R. Prososki  Seth D. Pollak 《Child development》2014,85(2):501-512

Child maltreatment often has a negative impact on the development of social behavior and health. The biobehavioral mechanisms through which these adverse outcomes emerge, however, are not clear. To better understand the ways in which early life adversity affects subsequent social behavior, changes in the neuropeptide oxytocin (OT) in children (n = 73) aged 8.1–11.5 years following a laboratory stressor were examined. Girls with histories of physical abuse have higher levels of urinary OT and lower levels of salivary cortisol following the stressor when compared to controls. Abused and control boys, however, do not differ in their hormonal responses. These data suggest that early adversity may disrupt the development of the stress regulation system in girls by middle childhood.  相似文献   

Second-Generation Adult Former Cult Group Members’ Recovery Experiences: Implications for Counseling     

Cynthia H. Matthews  Carmen F. Salazar 《International journal for the advancement of counseling》2014,36(2):188-203

Cult survivors experience psychological challenges after leaving a cult, and reintegration into society can be a difficult process. Children who are born and raised in cults face additional challenges (e.g., effects of abuse and neglect, attachment disorders, and lack of education). Scant attention has been paid in the literature to the experiences and treatment needs of these second-generation cult survivors. In this study, the experiences of 15 second-generation adult former cult members were explored involving constructivist grounded theory and a social justice-focused inquiry. Findings hold promise for increasing counselors’ understanding of former cult members’ experiences, needs, and concerns, supporting competent counseling practice with this population.  相似文献   

Global Mobility and Rising Inequality: A Cross-National Study of Immigration,Poverty, and Social Cohesion     

Laura C. Engel  Leslie Rutkowski  David Rutkowski 《Peabody Journal of Education》2014,89(1):123-140

With globalization, the world has become more interconnected and interdependent, with people, capital, and ideas rapidly migrating across borders. Yet, along with greater global interdependence and increased diversity within societies, economic and social inequalities have deepened, making poverty one of the leading global problems. To lessen poverty around the world, better integrate immigrant groups into societies, and enhance stability, both societies and education systems are dedicated to fostering social cohesion as a key objective. Yet, still little is known about the extent to which immigration and socioeconomic status are predictive of social cohesion. Using cross-national data from the 2009 International Civic and Citizenship Study for 38 countries, this article further investigates the link between poverty, immigration, education, and social cohesion. Findings indicate that socioeconomic status is an important influence on social cohesion of immigrant students and that schools play an important role in fostering social cohesion.  相似文献   

Doug Kirby's contribution to the field of sex education     

Leslie M. Kantor  Lori Rolleri  Katherine Kolios 《Sex education》2014,14(5):473-480

Doug Kirby transformed the field of sex education by conducting rigorous research that led to new, critical insights about ways to strengthen programmes, evaluation and policies related to sexual health throughout the world. Throughout his career, Kirby was meticulous in compiling evidence and translating findings into actionable recommendations for interventions, research and policy. He published more than 150 scientific articles, book chapters and monographs that have been widely cited and more than 900,000 copies of his publications have been distributed. Kirby's impact has been recognised with awards from numerous professional organisations and his unique and powerful scientific voice is greatly missed by his colleagues and friends.  相似文献   

Teacher leadership in university–school collaboration for school improvement (USCSI) on the Chinese Mainland     

Zhang  Jia-Wei  Lo  Leslie Nai-Kwai  Chiu  Chi-Shing 《Educational Research for Policy and Practice》2014,13(3):199-220

Educational Research for Policy and Practice - This article presents the findings of a qualitative study on teacher leadership in the context of university–school collaboration for school...  相似文献   

Blog and complex thinking： A case study     

Maria Altina Silva Ramos 《美中教育评论》2010,7(8):11-21

The access to a vast array of resources is facilitated by the Internet, which, in its turn, does not promote learning by itself as children and young people often use it passively. As a consequence, the teachers＇ role is regarded essential so that they are helped to interpret and analyze available information critically. Nowadays, when referring to the web and its importance in the teaching and learning process, people no longer think of read-only contents, but in the supporting infrastructure which allows to create and share contents and a space for collaboration, discussion and ideas associated to the concept Web 2.0. The blog, as a means to deploy the concept ＂on-line interaction＂ is, according to Granieri, ＂The most accessible and natural tool for sharing and publishing, in addition to text, images movies and also sound, will be increasingly disseminated, because of increasing speed of data transmission＂ （2006, p. 31）. It is therefore natural that the use of the blog is more and more frequent as a resource, pedagogical strategy or other capacities at all levels of teaching （Gomes, 2005）. Taking advantage of the blog educationally is a recurrent approach in Portugal in recent years. Some work in this area is being closely supervised. The method takes into account the complex thinking model （Jonassen, 1996）, more or less explicitly, and is carried out by children and young people in elementary schools. In this paper, a case study is presented based on some blogs, focusing on： the methodology for collection of text and multimedia materials; treatment and analysis of data with the NVivo software; findings and further evolution perspectives.  相似文献