Teachers’ Perceptions of their Mentoring Role in Three Different Clinical Settings: Student Teaching,Early Field Experiences,and Entry Year Teaching     

Dianne M. Gut  Pamela C. Beam  John E. Henning  Deborah C. Cochran  Rhonda Talford Knight 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):240-263

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers’ expectations for teacher development, mentoring relationships, and mentoring strategies differed across all three clinical settings. In addition, their confidence, their relationship with mentees, and their mentoring strategies were influenced by two features of the clinical setting: (a) the amount of time for mentoring interactions, and (b) the expectations for the mentee. To improve mentoring, the authors recommend (a) lengthening clinical experiences, (b) providing support for creating positive relationships, and (c) providing professional development specific to each of the three clinical settings.  相似文献   

Effect of movement velocity during resistance training on muscle-specific hypertrophy: A systematic review     

Daniel A. Hackett  Timothy B. Davies  Rhonda Orr  Kenny Kuang  Mark Halaki 《European Journal of Sport Science》2018,18(4):473-482

Currently, it is unclear whether manipulation of movement velocity during resistance exercise has an effect on hypertrophy of specific muscles. The purpose of this systematic review of literature was to investigate the effect of movement velocity during resistance training on muscle hypertrophy. Five electronic databases were searched using terms related to movement velocity and resistance training. Inclusion criteria were randomised and non-randomised comparative studies; published in English; included healthy adults; used dynamic resistance exercise interventions directly comparing fast training to slower movement velocity training; matched in prescribed intensity and volume; duration ≥4 weeks; and measured muscle hypertrophy. A total of six studies were included involving 119 untrained participants. Hypertrophy of the quadriceps was examined in five studies and of the biceps brachii in two studies. Three studies found significantly greater increases in hypertrophy of the quadriceps for moderate-slow compared to fast training. For the remaining studies examining the quadriceps, significant within-group increase in hypertrophy was found for only moderate-slow training in one study and for only fast training in the other study. The two studies that examined hypertrophy of the biceps brachii found greater increases for fast compared to moderate-slow training. Caution is required when interpreting the findings from this review due to the low number of studies, hence insufficient data. Future longitudinal randomised controlled studies in cohorts of healthy adults are required to confirm and extend our findings.  相似文献   

The teacher and the superintendent: native schooling in the Alaskan interior, 1904–1918, compiled and annotated by George E. Boulter II and Barbara Grigor-Taylor     

Michael Marker 《History of education》2018,47(1):138-140

  相似文献   

The role of parent expectations on adolescent educational aspirations     

Chris Michael Kirk  Rhonda K. Lewis‐Moss  Corinne Nilsen  Deltha Q. Colvin 《Educational studies》2011,37(1):89-99

Parental expectations have long been studied as a factor in increasing adolescent educational aspirations, often linking these expectations to parental level of education and involvement in academic endeavours. This study further explores this relationship in a statewide Midwestern sample of parents and their adolescent children. Regression analysis and independent samples t‐tests were used to predict adolescent aspirations and compare groups. Results suggest that adolescent educational aspirations can to some degree be predicted by parental expectations. Parents reported high expectations for their children despite low levels of personal educational attainment. However, these high expectations were buffered by a reported unfamiliarity with college requirements and an expressed concern about college affordability and limited awareness of financial aid opportunities. Limitations and suggestions for future research and intervention are discussed.  相似文献   

A model driven framework to address challenges in a mobile learning environment     

Ferial Khaddage  Rhonda Christensen  Wing Lai  Gerald Knezek  Cathie Norris  Elliot Soloway 《Education and Information Technologies》2015,20(4):625-640

  相似文献   

The power of student empowerment: Measuring classroom predictors and individual indicators     

Chris Michael Kirk  Rhonda K. Lewis  Kyrah Brown  Brittany Karibo  Elle Park 《The Journal of educational research》2016,109(6):589-595

Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate and empowering settings, this study explored the construct of student empowerment to identify both environmental factors that predict increased empowerment and outcomes associated with empowerment. A survey was administered to 381 students from five urban high schools. Results suggest that intrapersonal student empowerment is predicted by equitable power use by teachers, positive teacher–student relationships and a sense of community in the classroom. Highly empowered students reported better grades, fewer behavioral incidents, increased extracurricular participation and higher educational aspirations than students who were less empowered. Limitations are discussed alongside implications for educational practice and future research.  相似文献   

Impact of New Information Technologies on Teachers and Students     

Gerald Knezek  Rhonda Christensen 《Education and Information Technologies》2002,7(4):369-376

This paper summarises findings from several commissioned studies, doctoral dissertations, and federally-funded technology in education projects coordinated by the authors in conjunction with international colleagues over the past five years. It features evidence regarding the impact of information technologies on teacher training and student achievement, and spotlights trans-national trend analysis through common instrumentation as the technique believed to be the most promising research avenue for the future.  相似文献   

Developmental Dyscalculia and Down Syndrome: Indicative Evidence     

Monica Cuskelly  Rhonda Faragher 《International Journal of Disability, Development & Education》2019,66(2):151-161

ABSTRACT

This study investigated the hypothesis that developmental dyscalculia is part of the behavioural phenotype of Down syndrome. One hundred and fifty-one individuals with Down syndrome across three age groups contributed data. These age groups were: 6–8 years (n = 41); 13–15 years (n = 70); and 20–22 years (n = 40). Data were collected using the Stanford-Binet (Fourth Edition) and age equivalent scores on the Pattern Analysis and Quantitative subscales were used in the analyses. A repeated measure ANOVA showed a significant difference between performances on the two subtests with an interaction with age group. While performance on Pattern Analysis was better than on Quantitative for all groups the difference was most marked for the oldest group. Approximately 66% of the participants had a higher age equivalent score on the Pattern Analysis subscale than on the Quantitative subscale. It appears to be plausible that developmental dyscalculia contributes to the behavioural phenotype of Down syndrome and further investigation of this proposition is warranted.  相似文献   

The Biologizing of Cognition, Development, and Education: Approach with Cautious Enthusiasm     

Rhonda Douglas Brown  David F. Bjorklund 《Educational Psychology Review》1998,10(3):355-373

In our commentary, we propose the current research from the field of developmental neuroscience can be incorporated within the theoretical perspectives advocated by evolutionary psychologists and advocates of the developmental systems approach. We then describe research on memory and the relationship between spatial-temporal reasoning and mathematical abilities as examples of literatures that have benefitted from the neuroscience approach. We conclude by expressing enthusiasm for the recent neuroscience findings, but caution that developmental neuroscience's focus on infancy and preschool children should not result in an overemphasis on early development and education at the expense of later development and education.  相似文献   

Innovation in Practice: Preparing Doulas to Support Cesarean Births     

Allison K. DeSarro  Rhonda K. Lanning 《The Journal of perinatal education》2021,30(1):48

Despite growing initiatives to support patient-centered labor and birth care, implementation of this care in the operating room is still limited. Doulas can be utilized in the operating room to facilitate evidence-based practices such as skin-to-skin contact for patients and newborns during cesarean birth. This article evaluates a curriculum and training method that was developed to educate doulas to provide safe and effective care during the cesarean birth experience. This intervention was found to be effective at improving doulas'' self-perceived confidence in skills essential to support cesarean births and may serve as a model for other institutions to address barriers to the implementation of patient-centered evidence-based care in the operating room.  相似文献