Full of Wonder     

Paul Martin Lester 《Visual Communication Quarterly》2016,23(4):234-235

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Power,Perceptions, and Relationships: A Model of Co-Teaching in Higher Education     

John R. Morelock  Marlena McGlothlin Lester  Michelle D. Klopfer  Alex M. Jardon  Ricky D. Mullins  Erika L. Nicholas 《College Teaching》2017,65(4):182-191

Co-teaching has historically been used in K–12 education to provide students with disabilities access to general curriculum; therefore, much of the co-teaching literature has focused on the K–12 population. Research on collegiate co-teaching has been more limited and largely focused on the advantages and disadvantages of co-teaching, omitting important factors that affect relationships between partners. This qualitative study involved seven interviews of co-teachers of graduate and undergraduate classes in order to better understand interactions between college-level co-teaching dyads. Data analysis revealed themes of power and authority structures, dynamics of co-teaching relationships, and co-teachers' perceptions related to advantages of co-teaching, disadvantages of co-teaching, and student experiences. The researchers developed the Circular Model of Collegiate Co-Teaching, an original model to explain how these themes and subthemes are interrelated and affect each other. Specific best practices and new insights for collegiate co-teaching practice are discussed.  相似文献   

Providence,R. I. St. John's Sunday School     

Lester Bradner Jr. Ph. D. 《Religious education (Chicago, Ill.)》2013,108(5)

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A learning analytics approach towards understanding collaborative inquiry in a problem-based learning environment     

Asmalina Saleh  Tanner M. Phillips  Cindy E. Hmelo-Silver  Krista D. Glazewski  Bradford W. Mott  James C. Lester 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1321-1342

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A Handbook for Inclusion Managers – By Ann Sidney     

Vivien Lester 《Support for Learning》2010,25(2):102-102

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Reconsidering the place of educational media     

Lester B. Pearson 《Prospects》1972,2(1):28-33

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THE USE OF THE PROJECT PRINCIPLE IN TEACHING RELIGION     

Lester Bradner Ph.D. 《Religious education (Chicago, Ill.)》2013,108(5):436-440

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Three‐year results of the Friendly Schools whole‐of‐school intervention on children's bullying behaviour     

Donna Cross  Helen Monks  Marg Hall  Thérèse Shaw  Yolanda Pintabona  Erin Erceg  Greg Hamilton  Clare Roberts  Stacey Waters  Leanne Lester 《British Educational Research Journal》2011,37(1):105-129

A group randomized controlled trial tested the efficacy of the Friendly Schools program to reduce student bullying behaviour. This socio‐ecological intervention targeted the whole school, classroom, family, and individual students to reduce bullying behaviour. Self‐report data were collected in 29 schools over three years from a cohort of 1968 eight to nine‐year‐olds. Surveys measured frequency of being bullied, bullying others, telling if bullied and observing bullying. Results indicate that intervention students were significantly less likely to observe bullying at 12, 24 and 36 months and be bullied after 12 and 36 months, and significantly more likely to tell if bullied after 12 months than comparison students. No differences were found for self‐reported perpetration of bullying. The findings suggest whole‐of‐school programs that engage students in their different social contexts appear to reduce their experiences of being bullied and increase their likelihood of telling someone if they are bullied.  相似文献   

Surveying from the air     

E.Lester Jones 《Journal of The Franklin Institute》1922,193(4):461-490

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Do emotional and behavioural difficulties in primary school predict adolescent victimisation trajectories?     

Leanne Lester  Donna Cross 《Emotional and Behavioural Difficulties》2013,18(4):356-370

Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation trajectory groups; classified as low-increasing, low-stable, medium-stable and not-bullied. Males with emotional and behavioural difficulties (both internalising and externalising behaviours) and females with externalising behaviours were more likely to be in the increasing and stable victimised groups than the not-bullied group. The results of this study suggest whole-school bullying intervention programmes need to occur before students reach secondary school, and that transition programmes need to emphasise and support social interaction between peers to reduce victimisation and the harms caused by long-term exposure to bullying.  相似文献