Assessing the Efficacy of Contextualized Group Counseling Education in Asia: A Mixed Methods Study     

Sing-Kiat Ting  Rachel  Jian-Ai Thong  Justine  Lim  Joy Yung-Re  Jones  Elizabeth 《International journal for the advancement of counseling》2022,44(3):550-568

International Journal for the Advancement of Counselling - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures,...  相似文献   

Teacher perspectives on partnerships on families of children with autism     

Sarah Westerfield Brooks  Rachel Schwartz  Miguel Ampuero  Anastasia Kokina 《Journal of Research in Special Educational Needs》2023,23(2):79-89

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open-ended questionnaires to examine teachers' first-hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre-service teacher education programs and family workshops.  相似文献   

A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist     

Rachel L. Bissett  Michael S.H. Cheng  Robert G. Brannan 《Journal of Food Science Education》2010,9(1):11-18

ABSTRACT: Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology^® is a profession that links skills of culinary arts and food science and technology in the development of food products. An online survey was created asking RCA members from all 6 membership categories (Associate, Affiliate, Chef, Culinology, Food Science and Technology (FS&T), and Student) to rate their knowledge level based on a 7‐point scale and agreement to importance in job performance based on a 5‐point Likert scale for each competency statement. RCA participant's (N = 192) survey results were analyzed using SPSS for Windows version 13.0 at a significance level of P < 0.05. Statistical survey validation grouped all 43 competency statements into 8 factors (groupings) according to level of competency proficiency (opposed to the 7 groups each competency was originally designated by the RC A) and into 9 factors according to job success. Results suggest that Chef Members know “Culinary Arts” best and FS&T members know “Food Science” best. A gap analysis determined what competency factors were low in knowledge level yet important to job success for each membership category. Chef members have a lower level of knowledge in “Product Development,”“Food Science,” and “Quality Assurance” factors; however, the factors are important to job success. FS&T members have a lower level of knowledge in “Nutrition” yet identified the factor important to job success. An opportunity exists to improve educational efforts for specific membership categories.  相似文献   

Involving Students in Their Own Learning     

Rachel Theilheimer 《Clearing house (Menasha, Wis.)》2013,86(2):123-125

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Language play in the classroom: encouraging children's intuitive creativity with words through poetry     

Rachel Cumming 《Literacy》2007,41(2):93-101

This article begins by identifying that children have a spontaneous predilection for playing with language, engaging in poetic discourse even before their first poetry lesson. Although children's language play is relatively unresearched in the classroom, in a case study of two groups of pupils aged between 10 and 11, it was observed that children engaged in creative word play, and that this was generated in response to interaction with poetry and each other. This article suggests that children's poetical experiences may best be nurtured by building bridges between children's existing knowledge of language play and the specialised knowledge of poetry taught in the classroom through a teaching methodology based on socio‐constructivist principles.  相似文献   

Listening differently: A pedagogy for expanded listening          下载免费PDF全文

Michael Gallagher  Jonathan Prior  Martin Needham  Rachel Holmes 《British Educational Research Journal》2017,43(6):1246-1265

Mainstream education promotes a narrow conception of listening, centred on the reception and comprehension of human meanings. As such, it is ill‐equipped to hear how sound propagates affects, generates atmospheres, shapes environments and enacts power. Yet these aspects of sound are vital to how education functions. We therefore argue that there is a need to expand listening in education, and suggest that listening walks could provide a pedagogy for this purpose. Using interview data in which early years practitioners reflect on a listening walk, we show how the method can: (i) produce heightened multisensory experiences of spaces; (ii) generate forms of difficulty and discomfort that produce new learning; and (iii) influence practice, particularly practitioners’ ability to empathise with young children. Listening walks function by disrupting everyday sensory habits, provoking listeners to listen anew to their own listening, in an open‐ended way that is not tied to predetermined learning outcomes. The method therefore has wider pedagogic potential for rethinking education and childhood beyond rationality, representation and meaning.  相似文献   

Settler grammars and the Australian professional standards for teachers     

Nikki Moodie  Rachel Patrick 《Asia-Pacific Journal of Teacher Education》2017,45(5):439-454

In 2011, the Australian Institute for Teaching and School Leadership introduced new Professional Standards for Teachers, which require that graduate teachers possess knowledge and understanding of Indigenous students and cultures. The authors conducted interviews with 12 non-Indigenous teacher educators at one Australian university in order to understand how these Standards are interpreted and implemented. We adopt Calderon’s framework of settler grammars to interpret the dialectic of presence and absence that teacher educators in our study describe. Extending this frame to an analysis of the Australian Professional Standards for Teachers, we find that settler grammars function to simultaneously erase Indigenous claims to sovereignty and epistemological equality, whilst promoting a representation of Indigenous people that asserts the primacy of the settler colonial state.  相似文献   

Stancetaking and Language Ideologies in Heritage Language Learner Classroom Discourse     

Rachel E. Showstack 《Journal of Language, Identity & Education》2017,16(5):271-284

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger ethnographic study, data in the present study include about 26 hours of audio and video recordings from three different intermediate Spanish HL classrooms and filmed interviews with the students. The analysis indicates that discourses of legitimacy and expertise are embodied within multiple levels of classroom interaction, including affective stancetaking, expert/novice positioning, and the reframing of both ascribed social positions and previous discourse. Results suggest that the role of language ideologies in HL learning can be better understood through an examination of stancetaking in interaction and that the construction of different kinds of expertise should be an important consideration in the development of HL instructional practices.  相似文献   

Leveling the playing field in ICT design: Transcending knowledge roles by balancing division and privileging of knowledges     

Rachel N. Simons  Kenneth R. Fleischmann  Loriene Roy 《The Information Society》2020,36(4):183-198

Abstract

This article develops a conceptual model of users’ and designers’ knowledge roles in the information and communication technology design process. The “ideal” center at the intersection of the axes for division of knowledge work and privileging of knowledges represents a balanced distribution of knowledge work between users and designers and an avoidance of privileging either group over the other. The article then applies this model to analyses of the design process for six video games wherein the knowledges of Indigenous peoples in North America were mobilized. It concludes by discussing implications for research and design practice, particularly for broadening the participation and self-articulation of marginalized groups.  相似文献   

Why Hacking is Wrong about Human Kinds   总被引：2，自引：0，他引：2  

Cooper  Rachel 《The British journal for the philosophy of science》2004,55(1):73-85

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