排序方式： 共有13条查询结果，搜索用时 171 毫秒
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Elyse D’nn Lovell Melissa Casey Logan Randall Charlena Isaacson Michaela Bell Heidi Fox 《Educational gerontology》2018,44(7):469-477
The purpose of this qualitative study was to provide an intergenerational exchange as undergraduate students taking an introductory Psychology of Aging course, interviewed and watched films with older adult participants (N = 13) residing in an assisted living community. The undergraduate researchers (N = 10) conducted and transcribed interviews, wrote about their perceptions of interviews and film viewing with older adults, and their instructor interviewed assisted living staff (N = 2) creating an assessment of participants, researchers, and staff. Researchers listened and learned from older adult’s words, thereby improving researchers’ understanding that older adults preferred in-person discussions over film viewing. Researchers learned from older adults’ words, as they began to understand that sexual content in today’s films may reduce entertainment viewing for youth and older adults. Older adults described television remotes and phones with frustration and researchers felt angst for their frustration. Findings suggested understanding and meaning for participants and researchers in this service learning intergenerational exchange generated through undergraduate research. 相似文献
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Katie Neary Dunleavy Melissa Bekelja Wanzer Elyse Krezmien Kim Ruppel 《Communication Studies》2013,64(5):581-596
This study examines the communication skill similarity between fathers and daughters. Participants were 186 daughters who identified perceptions of both their own communication competence and their father's communication competence. Results indicated that perceived similarity was related to relational satisfaction and quantity of communication. Using the Family Communication Pattern (FCP) model, father-daughter relationship satisfaction and communication skill similarity varied depending on the family type (i.e., consensual, pluralistic, protective, laissez-faire). 相似文献
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Elyse D'nn Lovell 《Community College Journal of Research & Practice》2013,37(4):370-374
The ages of student-parents' children are a defining factor for clarifying enrollment and persistence in the attainment of college degrees. A secondary factor for women's academic persistence (women with older children) is the dominance and control of males. The participants in this study were diverse, including student-parents most prominent in research who are single mothers living in poverty—both traditional and non-traditional aged—and those not found in existing literature: married students, those not living in poverty, and one grandparent raising her grandchildren. The findings suggest a need for further definition to understand who student-parents are and their motivations to persist toward degree attainment on two-year campuses. 相似文献
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J. Scott Baker Frankie Bjork Elyse Bley Elizabeth Eckhoff Elizabeth Hubing 《Multicultural Perspectives》2013,15(3):159-166
Teaching diversity and social justice can be difficult when working with teacher candidates (TCs) from primarily homogenous areas, with little to no exposure to pluralistic realities. In multicultural classes, TCs often struggle to understand intersections of race, gender, orientation, socioeconomic levels, religion, ability, and citizenship. In this article, an educational studies professor and four undergraduate students discuss their methodological use of Artist/Researcher/Teacher (a/r/tography) to introduce intersectionality to young students in the classroom. The article discusses a/r/tography as a method in teacher education and provides arts-based examples of how intersectionality can be taught in the PK–12 school system. 相似文献
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Elyse D'nn Lovell, mentored by Betsy Palmer, harnesses her Highlands College students' enthusiasm for social networking to increase their feelings of connectedness and improve critical thinking and writing skills. 相似文献
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Elyse Hambacher 《International journal of qualitative studies in education》2018,31(2):102-118
Drawing on the literature related to classroom management, and culturally relevant critical teacher care, and effective teaching for students of color, this paper uses interview and observation data to explore the perspectives and practices of two exemplary fifth-grade teachers who refuse to rely on punitive discipline with their students of color. Findings revealed that the teachers did not view students’ behavior as challenging – they viewed behavior simply as one of the many areas they believed it was their responsibility to teach. Their instructional practices focused on coaching students to reach their potential and liberating them from barriers that limit their access to successful life paths. The study helps both researchers and practitioners reflect on the concept that discipline assumes and provides portraits of teacher practice central to dismantling the school-to-prison-pipeline. 相似文献
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Lisa Gibbs Elyse Snowdon Karen Block Hugh Colin Gallagher Colin MacDougall Greg Ireton 《Pastoral Care in Education》2014,32(1):68-87
The impact of disasters on the mental health, well-being and social inclusion of children and young people is well established. However, there is very limited evidence about effective community-based interventions to support positive outcomes. In this paper, we review the empirical and theoretical evidence and propose a conceptual framework to guide longer term community-based interventions, modified from an already developed multidimensional framework for refugee integration. We demonstrate its relevance, with some adjustments, through alignment with the disaster literature, particularly as it relates to children and young people. We also pilot the framework by applying it to an analysis of the services and initiatives delivered to support children and young people following the 2009 Victorian bushfires in Australia. The results suggested a concentration of funding on individually oriented, mental health programmes targeting secondary school-aged students. This may indicate under-resourcing of initiatives for younger children. There also appeared to be very limited inclusion of programmes aiming to re-establish a sense of safety and stability. Despite recognition of the important role of schools in supporting children and young people post-disaster, the analysis of initiatives indicated there was limited external funding support for school-based programmes. There were promising indications of programmes providing opportunities for children and young people to develop citizenship in the post-disaster recovery context, and scope for this to be extended to preparedness and response roles. 相似文献
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Elyse D’nn Lovell Denise Elakovich 《Community College Journal of Research & Practice》2018,42(2):146-149
Researchers observed their students’ frequent choices to use technology and the students' weak developmental math course completion rates. These observations piqued researchers' interest to find a new approach to improve students’ math learning—utilizing disruptive innovation. The purpose of this study was to understand students’ perceptions about learning developmental math with a Massive Open Online Course (MOOC) and face-to-face group activities interwoven with psychology of learning concepts. Research findings suggest that MOOCs used in developmental math coursework can improve math success, and group work within face-to-face classrooms can increase connectivity to learning. A MOOC was merged with face-to-face psychology of learning group projects, and students described increased connectivity to their learning. For example, Haley exclaimed, “So definitely learned how to learn all over again this semester and I’m doing awesome … It’s like I’m breezing through!” 相似文献