Reflecting teams (RTs) represent both an epistemological stance and a therapeutic technique. Most commonly associated with narrative and systemic approaches to therapy, RTs offer an outsider perspective that can bring hope and alternative narratives and perspectives for therapists and clients to explore. Relational hope is a little researched concept in the field of couple therapy research. This study explores the experience of RTs in couple relationships and the aspects of the experience that couples describe as connected to a sense of hope for their relationship. The study also considers whether difference in attachment style shows any relationship with hope in couple relationships before and after the clients’ session with a reflecting team. Couples completed questionnaires about their attachment style, demographics, and relational hope and were given the option to complete an interview about their experience with the reflecting team within 1 month of their therapy session. Our findings suggest that RTs contribute positively to hope in couple relationships particularly for clients who present with an anxious attachment style. This direction for research is important because there is very little research about hope in couple relationships despite its importance (Merolla, 2014; Snyder, 2002) and there is no research about what aspects of a reflecting team contribute to hope in couple relationships. Analysis of interviews indicates a number of features of the reflecting team feedback that were valued by clients.
Student development has connections to important academic purposes in higher education (King, Baxter Magolda, Barber, Kendall Brown & Lindsay, 2009). In particular, a growing body of work on self-authorship, a social-constructive theory of development, has demonstrated relevance to the purposes of higher education (Baxter Magolda, 2001; King & Baxter Magolda, 2004). The conditions which support self-authorship development in academic settings have been studied in detail, drawing attention to what King et al. (2009) frame as developmentally effective educational experiences. Explorations of self-authorship development in academic settings have focused on students’ experiences and outcomes. The classroom experiences of faculty, particularly those working outside institutional initiatives, to support self-authorship have received less attention. This study used a theory-driven (Baxter Magolda, 2001; Pizzolato, 2005), practice-based research framework, to explore a faculty-student affairs collaboration through participant observation as the collaborators sought to align their teaching practices with the tenets of self-authorship development in the context of a senior undergraduate course in Service-Learning. Four themes emerged, which have relevance for those who wish to consider student personal and academic development concurrently. We argue that individual faculty members can collaborate with student affairs professionals and use self-authorship theory to expand their constructions of what it means to be a “good professor” by approaching teaching as a mirror image of the self-authorship journey travelled by students. Les programmes de perfectionnement des étudiants sont liés aux objectifs académiques importants de l’enseignement supérieur (King, Baxter Magolda, Barber, Kendall Brown & Lindsay, 2009). En particulier, les travaux de plus en plus nombreux qui portent sur l’épistémologie personnelle (self-authorship), une théorie constructive sociale de développement, ont démontré leur pertinence par rapport à l’enseignement supérieur (Baxter Magolda, 2001; King & Baxter Magolda, 2004). Les conditions qui soutiennent le développement de l’épistémologie personnelle en milieu universitaire ont été étudiées en détail et attirent l’attention sur ce que King et al (2009) formulent comme des expériences éducatives efficaces de développement. Les explorations du développement de l’épistémologie personnelle en milieu universitaire se sont généralement concentrées sur les expériences et les résultats des étudiants. Les expériences des professeurs en salle de classe, en particulier celles des enseignants qui oeuvrent en dehors des initiatives institutionnelles dans le but de soutenir l’épistémologie personnelle, ont été beaucoup moins examinées. Cette étude a été menée dans un cadre de recherche guidé par la théorie et axé sur la pratique. Elle explore la collaboration entre professeurs et affaires étudiantes par le biais de l’observation des participants alors que les collaborateurs tentent de faire correspondre leurs pratiques d’enseignement avec les principes du développement de l’épistémologie personnelle, dans le contexte d’un cours de premier cycle de niveau avancé d’apprentissage du service communautaire. Quatre thèmes ont été mis en lumière. Ceux-ci sont pertinents pour ceux et celles qui souhaitent tenir compte à la fois du développement personnel et du développement académique des étudiants. Nous soutenons que les professeurs peuvent collaborer avec les professionnels des affaires étudiantes et faire usage de la théorie de l’épistémologie personnelle pour élargir leur compréhension de ce que cela signifie d’être « un bon professeur » en abordant l’enseignement comme le pendant du chemin d’épistémologie personnelle suivi par les étudiants.
Collaborative student research takes place in educational settings where the teacher directs the laboratory (traditional class) or allows the students to research a topic (non-traditional class). This study examines the role of collaborative student research in two separate settings: in high school (grades 9-12) and in college undergraduate institutions. These experiences include college level Research Experiences for Undergraduates (REU) and high school level Authentic Science Research (ASR) programs. These programs promote collaboration among student peers, teachers, professors, graduate students, post-docs, community members, and industry experts. Benefits of these collaborative student research programs may include development of skills aligned with educational standards such as Common Core State Standards and the Next Generation Science Standards. This study examines the short and long-term outcome of student engagement in collaborative student research experiences, and offers new insight regarding the impact that these unique experiences have on 21st century skill development. Students in this study have participated in non-traditional, research-based experiences ranging from 8 weeks to 4 years. Pre-post and retrospective student survey data was examined qualitatively and quantitatively to better understand the role in which collaborative student research experiences play in the formation of 21st century skills. Results of the study support the notion that collaborative student research experiences offer students meaningful interdisciplinary benefits, and these experiences are more than just a means of recruiting students into science, technology, engineering and math (STEM) fields.
A comparative study investigating the integration of supplemental teaching resources in materials science education was developed for the purpose of determining the effectiveness of teaching strategies. Digital stories created by students, excerpts from the Nova Making Stuff documentaries, YouTube educational videos and student generated demo-kits were used as part of the investigation whereby two 9th grade science classes (n~26) were evaluated. Each participant in the study received one period (40-min) of a traditional lesson on Materials Science including specific content, vocabulary, and a pre- and post- lesson assessment. Additionally, the students in each class participated in a 30-min supplemental component, e.g. video or activity-based demonstration using aforementioned kits or video compilation. Pre- and post- evaluations (e.g. open-ended and likert questions) were administered to all of the participants. As hypothesized, the students’ feedback and performance on assessment activities reveal that the use of multimedia and activity-based resources may be equally effective teaching methods as traditional methods.
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