The commingling of teacher researcher identities: a mediated approach to teaching action research   总被引：1，自引：1，他引：0  

Monica Miller Marsh  Margot Vagliardo 《Educational Action Research》2013,21(2):275-289

This article chronicles and discusses a two-semester graduate level action research course in which the co-authors were instructors. Evidence of prospective teachers' appropriation of a ‘teacher researcher’ identity prompted a closer look at the dynamics of the course experience. Using a theoretical foundation based on the work of Vygotsky, Wertsch, Kozulin and Bakhtin, the notions of experiential learning, shared pedagogical mediation, collaborative problem posing and problem solving, and a resultant commingling of teacher and researcher identities are explored  相似文献   

女性晚婚新理由——赚钱更多?     

Margot Peppers 《英语沙龙》2013,(5)

晚婚女人更赚钱? 最新的一项职场报告或许对单身女性带来一些安慰.美国弗吉尼亚大学发布了一篇研究报告称,受过大学教育的女性如果在三十多岁时结婚,收入平均比那些在二十多岁时就结婚的女性高出56％.与此相反,无论受教育程度如何,二十多岁就结婚的男性比那些到三十岁后才结婚的男性收入更高.美国国家婚姻项目的这一题为《尚未结婚:美国晚婚的益处和损失》,探查了晚婚的后果.  相似文献   

Experienced Teachers’ Strategies for Assessing Nature of Science Conceptions in the Elementary Classroom     

Valarie L. Akerson  Theresa A. Cullen  Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(6):723-745

This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess NOS. We collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations and made field notes of their science instruction and assessments. We videotaped conversations at monthly workshops to note discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety of strategies for assessing NOS conceptions that differed by grade level.  相似文献   

College Adjustment Difficulties and the Overt and Covert Forms of Narcissism     

Kim A. Weikel  Renee Mowery Avara  Chad A. Hanson  Hope Kater 《Journal of College Counseling》2010,13(2):100-110

Overt narcissism correlated negatively with emotional distress and interpersonal difficulties among female, but not male, students. After controlling for self‐esteem, overt narcissism correlated positively with depression among female students and with emotional distress and interpersonal difficulties among male students. Covert narcissism correlated positively with emotional distress and interpersonal and academic difficulties among both male and female students. Associations between covert narcissism and emotional distress and interpersonal difficulties remained after controlling for self‐esteem.  相似文献   

Perceptual organization,phonological awareness,and reading comprehension in adults with and without learning disabilities     

Margot Stothers  Perry D. Klein 《Annals of dyslexia》2010,60(2):209-237

It is not clear from research whether, or to what extent, reading comprehension is impaired in adults who have learning disabilities (LD). The influence of perceptual organization (PO) and phonological awareness (PA) on reading comprehension was investigated. PO and PA are cognitive functions that have been examined in previous research for their roles in nonverbal LD and phonological dyslexia, respectively. Nonverbal tests of PO and non-reading tests of PA were administered to a sample of adults with postsecondary education. Approximately two thirds of the sample had previously been diagnosed as having LD. In a multiple regression analysis, tests of PO and PA were used to predict scores for tests of reading comprehension and mechanics. Despite the nonverbal nature of the perceptual organizational test stimuli, PO strongly predicted reading comprehension. Tests of PA predicted decoding and reading speed. Results were interpreted as supporting the hypothesis that integrative processes usually characterized as nonverbal were nonetheless used by readers with and without disabilities to understand text. The study’s findings have implications for understanding the reading of adults with learning disabilities, and the nature of reading comprehension in general.  相似文献   

Shifting gears: consequences of including two negatively worded items in the middle of a positively worded questionnaire     

Michael J. Roszkowski  Margot Soven 《Assessment & Evaluation in Higher Education》2010,35(1):113-130

A questionnaire used in student evaluations of interdisciplinary courses during six semesters contained two Likert items stated in a direct negative mode which were embedded in a questionnaire (14–18 items) in which the remaining items were phrased in a direct positive mode. In the seventh semester and thereafter, the two negative items were restated as direct positive stems. Item‐analysis demonstrated that in the direct negative mode, the two items had low item‐to‐total correlations and that the internal consistency reliability of the sum score could be improved by eliminating the two negatively phrased items. Also, the two negatively worded items defined a separate factor. After they were reworded into a direct positive mode, these two items showed markedly improved item‐to‐total correlations. Moreover, the unique factor disappeared, which suggests that it was a methodological artefact probably attributable to respondent carelessness. Including a few negative items in an otherwise positively stated questionnaire leads to ambiguity of results rather than controlling for response sets. We therefore recommend against the practice.  相似文献   

Classroom materials     

Mary Tausch  Margot Blersdorf  Linda Poole 《Roeper Review》2013,35(4):34-35

Social Studies for the Young Child Science for the Young Child Creative Movement for the Developing Child Telling Stories Through Movement by Dorian and Gulland Fearon Pitman Publishers, Inc. 6 Davis Drive Belmont, CA 94002

Friendly Dragons, From the Best In Children's Literature — Level 3, Edited by Dr. Walter Loban and Lillian M. Watklns, Bowmar/Noble Publications Inc., 4563 Colorado, Los Angeles, CA 90039

“Discovering Nature” “Earth Science” Published by Educational Insights. Inc., 20435 S. Tillman Ave., Carson, California 90746

Nutrition: Food and Health, Science and Mankind, Inc., Communications Park, Box 200, White Plains, New York, 10802  相似文献   

TRAINING IN SUPPORT OF THE AMERICAN INDIAN ELDERCARE CAMPAIGN: REPLICATION OF AN AMERICAN INDIAN HOME‐CARE TRAINING PROGRAM     

Robert John  Margot L. Salvini  Tracy L. Dietz  Ron Gittings  Lonnie Roy 《Educational gerontology》2013,39(8):723-734

In 1991, the federal Administration on Aging initiated the National Eldercare Campaign to broaden the base of commitment and societal involvement to assist today's vulnerable elderly. With Administration on Aging funding, the project described in this study sought to enhance services to American Indian elders by training individuals as home‐care workers. The project replicated a previously developed American Indian paraprofessional home‐care worker curriculum at Fond du Lac Tribal and Community College in Cloquet, Minnesota. This program, which is transferable to Indian and non‐Indian communities, addressed three contemporary aging issues. First, it addressed the need to incorporate diversity and minority aging knowledge into the curriculum of postsecondary education. Second, it provided more accessible and better quality community‐based in‐home care to meet the needs of frail elderly. Third, this training program confronted the pervasive lack of employment opportunities in many American Indian and other minority communities.  相似文献   

Editorial     

Margot Pearson  Linda Hort  Pam Roberts  Gerlese A˚kerlind  Mandy Lupton  Chris Trevitt 《高等教育研究与发展》2003,22(3):235-236

As the incoming editorial team we would like to introduce ourselves to our readers. We are looking forward to doing all we can to further the high standard of the journal and its relevance as an international forum for sharing research and scholarship on teaching, learning and curriculum, and the conditions and policy environment of higher education that impinge on academic work. In an effort to ensure that our processes are efficient and transparent, we have revised the Notes to Contributors, which you will find on the back page. Next year the journal goes to four issues which will together form a somewhat larger volume, but will mean that each issue is smaller. The intent is to publish more frequently so that relevance and currency is enhanced. For this reason we will need to put more stress on observing the general rule that papers are to be 5000–7000 words in length. We are also committed to a more rapid turnaround time for submitted papers and have been working to streamline our management systems with the help of our able administrator, Karen Sanecki.  相似文献   

Factors related to the reporting of childhood rape.     

R F Hanson  H S Resnick  B E Saunders  D G Kilpatrick  C Best 《Child abuse & neglect》1999,23(6):559-569

OBJECTIVE: The aim of this study was to examine whether there would be differences in reported versus unreported cases of childhood rape on incident characteristics including life threat, physical injury, identity of the perpetrator, frequency of assault(s), and rates of posttraumatic stress disorder or major depression. METHOD: In a telephone interview, a national probability sample of 4,008 (weighted) adult women was screened for a history of completed rape in childhood. Respondents were also assessed for DSM-III-R diagnoses of major depressive episode and/or posttraumatic stress disorder (PTSD). Three hundred forty-one (8.5%) of these women were victims of at least one rape prior to the age of 18, for a total of 437 completed rapes. Of these 437 rape incidents, 52 (11.9%) were reported to the police or other authorities. RESULTS: Significant differences were obtained between reported versus nonreported cases on incident characteristics, including life threat, physical injury, identity of the perpetrator. Reported cases were more likely to involve life threat and/or physical injury, and were more likely to have been committed by a stranger than nonreported cases. No significant differences between reported and nonreported cases were found concerning whether the rape involved a single incident versus series of events, or rates of PTSD or major depression. CONCLUSIONS: Findings suggest that different characteristics are associated with reported versus unreported cases of childhood rape. Since few cases of childhood rape are actually reported to the authorities, it appears that we may be missing valuable information. Implications for research and clinical intervention are discussed.  相似文献