Pedagogical Signals of Faculty Approachability: Factors Shaping Faculty–Student Interaction Outside the Classroom     

Bradley E. Cox  Kadian L. McIntosh  Patrick T. Terenzini  Robert D. Reason  Brenda R. Lutovsky Quaye 《Research in higher education》2010,51(8):767-788

Decades of research demonstrate that college students benefit from positive interaction with faculty members, although that same evidence suggests that those interactions are far from common, particularly outside the classroom. Moreover, relatively little is known about which, when, how, and why faculty members choose to engage with students outside of the classroom. Guided by the theory that faculty members use in-class behaviors to signal their “psychosocial approachability” for out-of-class interaction with students (Wilson et al. in Sociology of Education 47(1):74–92, 1974; College professors and their impact on students, 1975), this study uses data from 2,845 faculty members on 45 campuses to identify the personal, institutional, and pedagogical factors that influence the frequency and type of interaction faculty members have with students outside of the classroom.  相似文献   

A Theory-Based Framework for Assessing Domainl-Specific Problem-Solving Ability     

Brenda Sugrue 《Educational Measurement》1995,14(3):29-35

Is problem solving a global construct? What components can be assessed? What multiple assessment strategies can be used?  相似文献   

Literacy access online:     

Brenda Bannan-Ritland 《TechTrends》2002,46(3):17-22

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Equality, Freedom and Independent Schools     

Brenda Cohen 《Journal of Philosophy of Education》1978,12(1):121-128

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Using college chemistry to influence creativity     

Brenda W. Hill 《科学教学研究杂志》1976,13(1):71-77

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Inheritance of dyslexia   总被引：2，自引：2，他引：0  

Brenda K. Sladen B.Sc. 《Annals of dyslexia》1970,20(1):30-40

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An investigation of boys’ and girls’ emotional experience of math,their math performance,and the relation between these variables     

Selin Erturan  Brenda Jansen 《European Journal of Psychology of Education - EJPE》2015,30(4):421-435

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Institutional context matters: the professional development of academics as teachers in South African higher education     

Brenda Leibowitz  Vivienne Bozalek  Susan van Schalkwyk  Christine Winberg 《Higher Education》2015,69(2):315-330

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Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems     

Adena B. Meyers  Renée M. Tobin  Brenda J. Huber  Dawn E. Conway  Kristal H. Shelvin 《Journal of educational and psychological consultation》2015,25(2-3):109-128

In this article we illustrate the roles of school psychologists, administrators, social workers, teachers, and parents in school reform by describing the adoption, initial implementation, and formative evaluation of an evidence-based social and emotional learning (SEL) program within several rural Midwestern school districts in a geographically large county. As part of a countywide initiative aimed at improving children's mental health services, an interdisciplinary team collaborated to select and implement a universal school-based curriculum addressing SEL objectives. Professionals in the county's special education cooperative lead the reform effort, general education teachers deliver the curriculum, and school psychologists and school social workers have served as trainers and consultants to educators and building administrators. An ecological model of organizational consultation informs these efforts. We illustrate this model by describing its application to the collaborative school-based initiative addressing SEL objectives. We also discuss implications for future consultation research, training, and practice.  相似文献   

The hidden benefits of part-time higher education study to working practices: is there a case for making them more visible?     

Claire Callender  Brenda Little 《Journal of Education & Work》2015,28(3):250-272

Within the UK, part-time study is now seen as important in meeting wider government objectives for higher education (HE) and for sustainable economic growth through skills development. Yet, measures to capture the impact of HE may not be wholly appropriate to part-time study. In particular, the continuing focus on tangible, economic measures may be down-playing, or even completely overlooking, other gains. Data from a longitudinal study of part-time students show that irrespective of whether graduates had changed job or employer, or had stayed in the same job, individuals reported substantial work-related gains from their HE studies. We suggest that current research questions that focus on job moves and progression within the labour market, may well be the wrong questions to ask to gauge measures of benefits/returns to HE. Further research is needed to develop measures to fully capture the social returns of skills acquisition through part-time study.  相似文献