Dialectic dialogue: reflections on adopting a dialectic stance     

Stephanie Cronenberg  Marcia Gail Headley 《International Journal of Research & Method in Education》2019,42(3):267-287

ABSTRACT

A multiplicity of perspectives and methods are necessary to investigate the complexities of human development and educational institutions. However, many would-be MM researchers still have questions about how to conceptualize and conduct MM research. Taking a dialectic stance, or mixing research approaches to suit the demands of a research problem, is one way to integrate multiple perspectives from conception to conclusions in a MM research study. In this spirit, we engage in a meta-dialogue focused on our use of the dialectic stance in our dissertations. Using an autoethnographic approach we now call ‘dialectic dialogue’, we analytically and reflectively reexamine our respective research processes to investigate, individually and collaboratively, how taking a dialectic stance influenced the paradigms, methodologies, and methods of our MM dissertations. Three verbal and artistic metaphors for our experience emerged from our discussion: feeling boxed in, getting lucky, and radical commitment. Each metaphor is discussed from our individual and shared perspectives. Our goal is to open our dialogue to a field-wide conversation about the dialectic stance; thus, we conclude with questions for the MM field to consider. This article will be of particular interest to newcomers to the field of MM and their mentors.  相似文献   

God's antipodean teaching force: An historical exposition on Catholic teaching religious in Australia     

Tom O’Donoghue  Stephanie Burley 《Teaching and Teacher Education》2008

From the 1850s to the 1970s the teaching force in Catholic schools in Australia was dominated by priests, female religious and brothers. This paper details the scope of existing research on these teachers, the demands of their religious vocation, their own education, the atmosphere which they established in the schools, leadership opportunities, and the ‘darker side’ of their way of life. Such expositions can promote reflection on the possibility that teaching can be influenced by discourses of ‘vocation’ and ‘the giving of service’, every bit as much as it can be by ‘industrial’ and ‘labour’ perspectives.  相似文献   

Measuring students' emotions in the early years: The Achievement Emotions Questionnaire-Elementary School (AEQ-ES)     

Stephanie Lichtenfeld  Reinhard Pekrun  Robert H. Stupnisky  Kristina Reiss  Kou Murayama 《Learning and individual differences》2012,22(2):190-201

This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed.  相似文献   

Technology integration for instructional improvement: The impact of professional development     

Stephanie L. Potter  Amanda J. Rockinson‐Szapkiw 《Performance Improvement》2012,51(2):22-27

Technology purchased for use in the classroom often goes unused. We identify a primary reason for the lack of technology integration as ineffectively developed professional development opportunities for teachers. Then we recommend a sustained, administrative‐supported and mentor‐supported approach to professional development as an alternative to the ineffective traditional approach. The importance of considering the role of teachers' attitudes and beliefs on their use of technology in professional development is also discussed.  相似文献   

A national perspective on teachers' efficacy beliefs in deaf education     

Garberoglio CL  Gobble ME  Cawthon SW 《Journal of deaf studies and deaf education》2012,17(3):367-383

Teachers' sense of efficacy, or the belief that teachers have of their capacity to make an impact on students' performance, is an unexplored construct in deaf education research. This study included data from 296 respondents to examine the relationship of teacher and school characteristics with teachers' sense of efficacy in 80 different deaf education settings in the US. Deaf education teachers reported high overall efficacy beliefs but significantly lower efficacy beliefs in the area of student engagement than in instructional strategies and classroom management. Teachers' years of experience showed a significant relationship with efficacy beliefs, yet it was the teachers' perceived collective efficacy of their educational setting that ultimately predicted teachers' sense of efficacy. These findings lend credence to the need for further examination of school processes that influence teacher beliefs and attitudes in deaf education settings.  相似文献   

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow‐Up Assessment     

Jeffri Bohlscheid  Stephanie Clark 《Journal of Food Science Education》2012,11(2):8-15

Abstract: Fifty‐eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web‐based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System^© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation.  相似文献   

Discrimination of what, when, and where is not based on time of day     

Babb SJ  Crystal JD 《Learning & behavior》2006,34(2):124-130

Rats (n=6) visited four baited locations (randomly chosen on each trial; study phase), one of which was randomly selected to provide chocolate. After short (1-h) or long (25-h) retention intervals (RIs), eight locations were available, and the four locations not available in the study phase provided food (test phase); the chocolate location also provided food after long RIs. More visits to the chocolate location occurred after long RIs than after short RIs. Next, chocolate was paired with LiCl during the long RI (i.e., after encoding the chocolate location). Fewer revisits to the chocolate location occurred after LiCl than in previous testing with the long RI. The rats demonstrated complete transfer when grape replaced chocolate after LiCl-chocolate pairing. The discrimination of what, when, and where could not be based on adopting different revisit strategies at different times of testing.  相似文献   

An Investigation into the Relationship Between Teacher Motivation and Pupil Motivation     

E. Stephanie Atkinson 《教育心理学》2000,20(1):45-57

This article reports the findings of a small scale investigation in the form of a blind study carried out in four schools in the north east of England. It concerns the relationship between teacher motivation ( n = 4) and pupil motivation ( n = 66) during pupils' participation in design and technology project work at Key Stage 4. It was recognised that the sample of teachers was too small to be considered representative of motivated and demotivated design and technology teachers in general terms. However, the information gathered provided a more informed picture of the possible link between pupil motivation and teacher motivation. It also supplied an indication of some of the differences that exist between the approaches to teaching adopted by motivated and demotivated teachers of design and technology project work.  相似文献   

Performance technology Foundation for all organizational consulting?     

Donald Tosti  Stephanie Jackson 《Performance Improvement》2003,42(2):45-47

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Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries: A Meta-Analysis     

Young-Suk G. Kim  Hansol Lee  Stephanie S. Zuilkowski 《Child development》2020,91(2):638-660

Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.  相似文献