Minding Our Metaphors in Education     

Shannon Rodgers 《Educational Philosophy and Theory》2016,48(6):563-578

If educators presuppose that brain and mind are synonymous, perhaps it is out of necessity. Such an equivalency might be required in order for mind to be accessible, knowable and a ‘thing’ like the brain is. Such a presupposition, that mind is a thing which we can understand nonetheless rests on an insecure foundation. As suggested by philosopher John Searle in the opening quotation, this might explain the historical and present day interest in metaphors of mind, where comparisons to unlike things are used to help philosophers, psychologists, and educators more securely understand how mind really ‘works.’ Educators have an enormous investment in explicating how mind works, as they are required to observe and measure what is going on in the minds of students. In practice, mind has to be a thing for how does one reasonably talk about accomplishing such requirements if mind is merely some philosophical abstraction? This article will explore two metaphors of mind suggesting that embedded within each are presuppositions of epistemological and pedagogical significance.  相似文献   

The Communicative Work of Biology-Journal Captions: Lessons for Technical and Professional Communication     

Jordan Smith  Derek Hanson  Shannon N. Fanning  Sara Doan 《Technical Communication Quarterly》2016,25(4):260-277

The authors examined a corpus of figure captions from technical and professional communication (TPC)-journal articles to test their sense that TPC captions do not fulfill their communicative potential as well as, they sensed, journals in science often do. The authors performed a content analysis on captions from biology-journal articles and iteratively tested a coding scheme of caption content. The resulting scheme can help in analyzing caption content, developing captions, and imparting a variety of TPC-related skills to students.  相似文献   

Mixed methods research in school psychology: A mixed methods investigation of trends in the literature     

Heather Powell  Stephanie Mihalas  Anthony J. Onwuegbuzie  Shannon Suldo  Christine E. Daley 《Psychology in the schools》2008,45(4):291-309

This article illustrates the utility of mixed methods research (i.e., combining quantitative and qualitative techniques) to the field of school psychology. First, the use of mixed methods approaches in school psychology practice is discussed. Second, the mixed methods research process is described in terms of school psychology research. Third, the current state of affairs with respect to mixed methods designs in school psychology research is illustrated through a mixed methods analysis of the types of empirical studies published in the four leading school psychology journals between 2001 and 2005. Only 13.7% of these studies were classified as representing mixed methods research. We conclude that this relatively small proportion likely reflects the fact that only 3.5% of graduate‐level school psychology programs appear to require that students enroll in one or more qualitative and/or mixed methods research courses, and only 19.3% appear to offer one or more qualitative courses as an elective. Finally, the utility of mixed methods research is illustrated by critiquing select monomethod (i.e., qualitative or quantitative) and mixed methods studies conducted on the increasingly important topic of bullying. We demonstrate how using mixed methods techniques results in richer data being collected, leading to a greater understanding of underlying phenomena. © 2008 Wiley Periodicals, Inc.  相似文献   

Relationships among stress,coping, and mental health in high‐achieving high school students     

Shannon M. Suldo  Elizabeth Shaunessy  Robin Hardesty 《Psychology in the schools》2008,45(4):273-290

This study investigates the relationships among stress, coping, and mental health in 139 students participating in an International Baccalaureate (IB) high school diploma program. Mental health was assessed using both positive indicators (life satisfaction, academic achievement, academic self‐efficacy) and negative indicators (psychopathology) of adolescent social‐emotional and school functioning. Findings include that students in an IB program perceive significantly more stress than a sample of 168 of their general education peers, and that specific coping styles are differentially related to mental health outcomes in this subgroup of high‐achieving high school students. Furthermore, coping styles (specifically, anger and positive appraisal) moderate the influence of stress on global life satisfaction and internalizing symptoms of psychopathology. © 2008 Wiley Periodicals, Inc.  相似文献   

The culture of the classroom: Socialization in an urban bilingual classroom     

Sheila M. Shannon 《The Urban Review》1995,27(4):321-345

This article reports on an ethnographic study of a fourth-grade bilingual classroom. The focus of the article is on the culture that is created in this classroom and how children are socialized to it. Three themes are explored: socialization around being engaged learners, socialization to participate in a community of learners, and socialization to be second-language learners. I argue that the culture of the classroom for students who typically do poorly in school and who have negative experiences in school, such as the poor, urban Latino students in this study, must be one that has different roles, values, beliefs, and expectations than what exists in the cultures outside the classroom. In this way, the children experience school in positive ways which can lead to school success.  相似文献   

Typical scope of time commitment and research outputs of Thesis by Publication in Australia     

Shannon Mason  M.K. Merga  J.E. Morris 《高等教育研究与发展》2020,39(2):244-258

ABSTRACT

The Thesis by Publication (TBP) is an approach to doctoral education that offers the advantage of achievement of a doctoral degree while at the same time facilitating development of transferable knowledge and skills necessary to enter and sustain a career in contemporary academia. There is a need to build deeper understanding of the demands of the TBP, and the characteristics of those who select it over the more common traditional approach to enable universities to provide doctoral education programmes and policies that are responsive to doctoral students’ needs. Such knowledge can also facilitate timely completion, and improve understanding of the extent of TBP candidates’ contribution to institutions’ research outputs. This study draws on survey data from 246 doctoral graduates from universities in Australia, where the TBP is comparatively new but increasing in popularity. The article identifies the characteristics of candidates who complete a TBP in Australia, before exploring the typical scope of time commitment, through making visible their length of candidature. Finally, volume, type, authorship and publication status of research outputs are detailed, enabling prospective candidates and their supporting institutions to gauge the possible scope of time commitment and research outputs to inform support services and policies, and to guide supervisory and student choices between traditional and TBP models.  相似文献   

Gender ratios in high school science departments: The effect of percent female faculty on multiple dimensions of students' science identities     

Shannon Gilmartin  Nida Denson  Erika Li  Alyssa Bryant  Pamela Aschbacher 《科学教学研究杂志》2007,44(7):980-1009

To examine how school characteristics are tied to science and engineering views and aspirations of students who are underrepresented in science and engineering fields, this mixed‐methods study explores relationships between aspects of students' science identities, and the representation of women among high school science teachers. Quantitative analyses tested the hypothesis that percent female faculty would have a positive effect on girls' science interests, and perceptions in particular, given the potentially greater availability of women role models. Findings indicate that percent female science faculty does not have an effect on a range of science measures for both male and female students, including the ways in which they understand scientific practice, their science self‐concept, and their interest in science‐related college majors. As qualitative data demonstrate, this could reflect practical constraints at schools where female faculty are concentrated and narrow perceptions of science teachers and “real” science. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 980–1009, 2007  相似文献   

Same Language,Different Histories: Developing a “Critical” English Teacher Identity     

Julia Menard-Warwick  Eric Ruiz Bybee  Enrique David Degollado  Sophia Jin  Shannon Kehoe  Katherine Masters 《Journal of Language, Identity & Education》2019,18(6):364-376

ABSTRACT

Our paper contends that growing awareness of the historicity of English lies at the heart of the process by which English language teachers develop “critical” identities. We compare novice teachers in three different contexts of English teaching: urban Guatemala, rural Nicaragua, and a Tibetan refugee community in India. Collectively, these ethnographic case studies illustrate the complexity of English teacher identity formation in contemporary global society, as our participants developed new understandings of their positions in history, their relationships with English learners, and the local meanings around English as symbolic capital.  相似文献   

The Use of Film in Marriage and Family Counselor Education     

Jeanette A. Higgins  Shannon Dermer 《Counselor Education & Supervision》2001,40(3):182-192

The authors introduce an innovative technique that can be included in marriage and family counselor education curricula. Feature films are discussed as an educational technique for the instruction and development of perceptual, conceptual, and executive counseling skills. They also outline the advantages for using film in counselor education, present various strategies for using them in the classroom, and offer examples of how they have integrated movies into introductory marriage and family courses.  相似文献   

How vocational psychologists can make a difference in K–12 education     

Justin C. Perry  Lisa Shannon 《International Journal for Educational and Vocational Guidance》2017,17(1):97-115

In general, vocational psychologists have not been engaged in applied research that demonstrates how career interventions can improve educational problems that matter to relevant decision-makers and stakeholders. This article describes how vocational psychology can make a difference in K–12 education by embracing an interdisciplinary community-based approach. To illustrate this approach, a quasi-experimental evaluation of multiple after-school programs provided to a sample of Hispanic Americans is presented. This study offers a realistic example of how researchers in the field can induce change through the development of meaningful partnerships within the community.  相似文献