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Dreher Anika Kuntze Sebastian Lerman Stephen 《International Journal of Science and Mathematics Education》2015,14(2):363-382
Dealing with multiple representations and their connections plays a key role for learners to build up conceptual knowledge in the mathematics classroom. Hence, professional knowledge and views of mathematics teachers regarding the use of multiple representations certainly merit attention. In particular, investigating such views of preservice teachers affords identifying corresponding needs for teacher education. However, specific empirical research is scarce. Taking into account the possible role of culture, this study consequently focuses on views about using multiple representations held by more than 100 English and more than 200 German preservice teachers. The results indicate that there are culture-dependent aspects of preservice teachers’ views, but also that there are common needs for professional development.
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This study describes the development and evaluation of a new measure, the Teacher Responses to Anxiety in Children (TRAC) questionnaire in 74 primary school teachers. TRAC presents 9 hypothetical scenarios in which a child displays generalized anxiety/worry, social anxiety or separation anxiety symptoms. Teachers rate each scenario on six subscales that reflect different ways of responding to child anxiety. Overall, TRAC showed good internal reliability, with factor analytic results suggesting that it assesses three factors: Autonomy-Promoting, Anxiety-Promoting and Reward responses. Male teachers were significantly more likely than female teachers to use Anxiety-Promoting responses. More experienced teachers reported significantly more reinforcement of anxious avoidance than less experienced teachers, and teaching assistants reported significantly fewer overprotective responses. Teaching staff reported significantly more Autonomy-Promoting responses in social anxiety or generalised anxiety/worry scenarios compared to separation anxiety scenarios. Findings are discussed in terms of their implications for teacher training in the management of child anxiety. 相似文献
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Caryn E. Medved 《Journal of Applied Communication Research》2016,44(3):236-255
Public discourse of late has drawn attention to increases in number of married women in the U.S. who serve as their families’ primary breadwinners. Contributing to these conversations, this study examines how breadwinning mothers (BWMs) reproduce, resist or challenge hegemonic gender relations through an analysis of different ways these women discursively position their identities and tasks as earners. Findings from a discourse analysis of interviews with 44 female breadwinners married to stay-at-home fathers are presented in relation to 5 aspects of conventional breadwinning that emerged across BWMs discourse: (a) breadwinning as career-primary, (b) breadwinning as obligation, (c) breadwinning suitability and personality, (d) breadwinning as relational power and (e) breadwinners as ideal workers. Practical applications of these findings are considered in relation to women’s work–life conflict, martial role negotiation, and workplace interactions and interventions. 相似文献
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Creation of a faculty database is a challenging but worthwhile project. In 2002, librarians at the University of Missouri-Columbia were approached by the School of Medicine to create a database of faculty publications. This article outlines the project and gives special emphasis to the problems of author searching. Discussion items include author searching syntax and providing ideas for how to determine if a publication was written by a particular author. 相似文献
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Caryn Medved Kelly Morrison James Dearing Sam Larson Greg Cline Boris Brummans 《Journal of Applied Communication Research》2001,29(2):137-152
Between the years 1993 and 2000, the W. K. Kellogg Foundation sponsored the Comprehensive Community Health Models (CCHMs) Initiative in three Michigan counties. CCHMs was comprised of three closely related community initiatives carried out in the midst of a failed national health care reform effort and the continued penetration of managed care arrangements into many health care systems. This experimental initiative set out to test the hypothesis that traditional healthcare system animosities and exclusionary practices could be overcome by stakeholder participation in an ongoing, structured, collaborative dialogue about improving access to health services. In the process of collecting data through surveys, interviews, content analysis, and observation, we were struck by the occurrence of several overarching tensions that we perceive to exist in our data. The present article elucidates five such tensions and suggests how third parties such as communication researchers, evaluators, and practitioners can facilitate community health improvement initiatives and better their own data interpretation by acknowledging and understanding these tensions. 相似文献