‘Robot’ is a machine that makes the functions of a man     

Thomasen  Laura Søvsø 《Metascience》2020,29(1):121-123

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Middle-Class Fathers,Sons and Military Service in England, 1914–1918     

Laura Ugolini 《Cultural and Social History》2016,13(3):357-375

The figure of the hyper-patriotic middle-class father, happy to sacrifice his sons to the war, while remaining snug at home, was a recurrent feature of post-First World War literature. This article places this view of wartime fatherhood under scrutiny, suggesting that middle-class fathers with sons of military age rarely behaved as straightforward enforcers of the state’s call to arms. Alongside expressions of vocal pride in sons who conformed to the manly ideal by volunteering, there were resistance, silence and fear, while support for sons who sought to avoid enlistment was a good deal more evident than any determination that sons should do their ‘bit’ at all costs.  相似文献   

An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus     

Laura S. Tenenbaum  Margery K. Anderson  Marti Jett  Debra L. Yourick 《Innovative Higher Education》2014,39(5):375-385

This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of Research. Results revealed that this mentorship model contributed to personal, educational, and professional growth for near-peer mentors and increased the interest and engagement of students studying STEM. We discuss implications, limitations, and future directions.  相似文献   

Connecting the continuum: a university-based induction program to improve teacher quality     

Laura Van Zandt Allen 《Teacher Development》2014,18(1):65-80

The Summer Curriculum Writing Institute (SCWI) supports graduates of a university-based teacher education program during the induction years and beyond with the aim of impacting teacher quality. The purpose of this article is to describe the development, goals, research, and lessons learned during SCWI from 2005–12. The week focuses around the central task of curriculum development, building on foundations learned during preservice education, and includes opportunities for ongoing learning and reconnecting with cohort members. Studies of the program highlight five key aspects of the week – curriculum writing, time, maintaining and expanding professional networks, teacher efficacy, and teacher retention. Participants have shown increases in curriculum quality as well as classroom teaching retention rates. As numbers of participants continue to grow, SCWI appears a sustainable model for universities to continue supporting graduates during the induction years and beyond.  相似文献   

Expanding your horizons     

Laura A. Hildreth  Jennifer L. Green  Nicole Soll 《Teaching Statistics》2016,38(2):72-72

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Spirituality/Religiosity,Life Satisfaction,and Life Meaning as Protective Factors for Nonsuicidal Self‐Injury in College Students     

Victoria E. Kress  Rebecca A. Newgent  Janis Whitlock  Laura Mease 《Journal of College Counseling》2015,18(2):160-174

The purpose of this study was to identify factors that may protect or insulate people from engaging in nonsuicidal self‐injury (NSSI). College students (N = 14,385) from 8 universities participated in a web‐based survey. Results of bivariate correlations and multiple regression revealed that spirituality/religiosity, life satisfaction, and life meaning were predictive of NSSI. The authors provide practice suggestions for college counselors and other professionals charged with helping those at risk for NSSI.  相似文献   

One hundred years of general relativity     

Katherine Brading  Sebastián Murgueitio Ramírez  Laura Wells 《Metascience》2017,26(1):49-57

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Classroom Management Self-Efficacy and Burnout: A Multivariate Meta-analysis   总被引：2，自引：0，他引：2  

Ariel M. Aloe  Laura C. Amo  Michele E. Shanahan 《Educational Psychology Review》2014,26(1):101-126

Like many in the human services professions, teachers are susceptible to the feelings of burnout due to their job demands, as well as interactions with students, colleagues, administrators, and parents. Many studies have identified teacher burnout as one of the crucial components influencing teacher attrition. It has been suggested that self-efficacy is a protective factor against burnout. By way of multivariate meta-analysis, we examined the evidence for classroom management self-efficacy (CMSE) in relation to the three dimensions of burnout: emotional exhaustion, depersonalization, and (lowered) personal accomplishment. Results from sixteen studies indicate that there is a significant relationship between classroom management self-efficacy and the three dimensions of burnout, suggesting that teachers with higher levels of CMSE are less likely to experience the feelings of burnout. Practical implications, as well recommendations for future research, are discussed.  相似文献   

The Teaching Green School Building: a framework for linking architecture and environmental education     

Laura B. Cole 《Environmental Education Research》2014,20(6):836-857

The ‘Teaching Green School Building’ is an emergent type of school building that attempts to engage building users with environmental issues in buildings. Architectural interventions in these buildings range from signage to interactive touch screens to gardens and demonstration kitchens that foster educational programmes about sustainable food. The result can be a building that offers informal education, support for formal environmental education, and, overall, a chance for students to embody sustainable living in their daily lives at school. To date, this type of building has been weakly theorized, and the relationship between architectural interventions and environmental education largely unexplored in the literature. This literature review weaves together theories that connect the physical environment with human factors. In particular, research in environmental education, museum studies, conservation psychology and architecture illuminates ways in which buildings can support environmental education and with tactics that go well beyond the convention of informational signage on the wall. The result of the literature review is a framework that points to design patterns that extend from passive to active, individual to collective, and formal to informal. This framework can inform the design, use and evaluation of school buildings designed with pedagogical intent.  相似文献   

Developing glocally informed diversity and equity discourses: examining inequity via autobiographical reflection     

Laura B. Liu  Natalie B. Milman 《Teacher Development》2014,18(4):546-561

This study responds to the need for glocally informed discourses on diversity and equity that draw upon internationally situated, local narratives to contribute to larger analyses. Such work is vital so that cross-national educational discourses do not become infused with PISA score comparisons or globally dominant perspectives alone. This local qualitative case study employs narrative inquiry with observation and document analyses to examine one accomplished multicultural teacher educator’s US-based practice. This study demonstrates the benefit of engaging teachers in autobiographical reflection as a supportive precursor for appreciating and learning from students’ diverse backgrounds, and critically analyzing societal inequities, such as the institutionalized use of inaccurate or incomplete text-based narratives. Promising practices are offered for how teacher educators across international settings might help teachers to navigate complex personal and institutional spaces while working to ‘reconstruct society toward greater equity in race, class, gender, and disability’.  相似文献