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Author: Susan Choi
Publisher: Penguin
ISBN: 1101622687
Category : Fiction
Languages : en
Pages : 276
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Book Description
An intimately charged novel of desire and disaster from the National Book Award-winning author of Trust Exercise and A Person of Interest Regina Gottlieb had been warned about Professor Nicholas Brodeur long before arriving as a graduate student at his prestigious university high on a pastoral hill. He’s said to lie in the dark in his office while undergraduate women read couplets to him. He’s condemned on the walls of the women’s restroom, and enjoys films by Roman Polanski. But no one has warned Regina about his exceptional physical beauty—or his charismatic, volatile wife. My Education is the story of Regina’s mistakes, which only begin in the bedroom, and end—if they do—fifteen years in the future and thousands of miles away. By turns erotic and completely catastrophic, Regina’s misadventures demonstrate what can happen when the chasm between desire and duty is too wide to bridge.
Author: Susan Choi
Publisher: Penguin
ISBN: 1101622687
Category : Fiction
Languages : en
Pages : 276
Get Book Here
Book Description
An intimately charged novel of desire and disaster from the National Book Award-winning author of Trust Exercise and A Person of Interest Regina Gottlieb had been warned about Professor Nicholas Brodeur long before arriving as a graduate student at his prestigious university high on a pastoral hill. He’s said to lie in the dark in his office while undergraduate women read couplets to him. He’s condemned on the walls of the women’s restroom, and enjoys films by Roman Polanski. But no one has warned Regina about his exceptional physical beauty—or his charismatic, volatile wife. My Education is the story of Regina’s mistakes, which only begin in the bedroom, and end—if they do—fifteen years in the future and thousands of miles away. By turns erotic and completely catastrophic, Regina’s misadventures demonstrate what can happen when the chasm between desire and duty is too wide to bridge.
Author: Tracy Ann Kent
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 212
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Book Description
With the growing market for online courses in California and the United States, institutions must better understand how the faculty-student dynamic, defined as the interactions between faculty and students in the online environment, impacts student engagement and success. The purpose of this study was an in-depth exploration of faculty assumptions, perspectives, and lived experiences related to online courses in order to aid institutions and faculty in identifying effective practices for teaching in the online environment. The study drew upon theories of online course design, technology-mediated communication, and faculty presence to answer three questions: How do instructors of online courses perceive their interactions with students? What instructional practices do these faculty members believe have a positive impact on student success in their courses? Why do faculty members believe the identified instructional practices have positive impact on student success? This study employed a phenomenological qualitative methodology entailing open-ended, face-to-face interviews of six professors from diverse subject areas at California State University, Sacramento, a four-year public institution of higher education. The study's findings related to a) the efficiency of the online modality, b) the effects of class size, c) methods for maximizing student motivation, engagement, and interaction, d) the tracking of outcomes, e) computer literacy (of both students and faculty), and f) the policing of student contributions and cheating. The study resulted in three main conclusions. First, faculty-student interaction was seen as essential to student success and engagement but difficult and time-consuming to promote, especially if traditional teaching methods are employed. Second, greater faculty use of interactive tools and practices was related to their attitudes toward and familiarity with technology and associated with more favorable assessment in terms of impact on student engagement. Third, impact on student engagement and success was believed to be related to the applicability of both instructional practices and course discipline to the online environment. Broader cultural and economic factors shaping student motivation, student computer access and literacy, and cheating were also identified as factors impacting student success. Recommendations are made for policy change, reform of institutional practices, and future research.
Author: Kathryn R. Wentzel
Publisher: Routledge
ISBN: 1317670876
Category : Education
Languages : en
Pages : 463
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Book Description
The Handbook of Social Influences in School Contexts draws from a growing body of research on how and why various aspects of social relationships and contexts contribute to children’s social and academic functioning within school settings. Comprised of the latest studies in developmental and educational psychology, this comprehensive volume is perfect for researchers and students of Educational Psychology. Beginning with the theoretical perspectives that guide research on social influences, this book presents foundational research before moving on to chapters on peer influence and teacher influence. Next, the book addresses ways in which the school context can influence school-related outcomes (including peer and teacher-student relationships) with specific attention to research in motivation and cognition. Within the chapters authors not only present current research but also explore best-practices, drawing in examples from the classroom. With chapters from leading experts in the field, The Handbook of Social Influences in School Contexts provides the first complete resource on this topic.
Author: Roger Wood
Publisher: Cambridge Scholars Publishing
ISBN: 1527512908
Category : Education
Languages : en
Pages : 365
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Book Description
This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author’s research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students’ perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students’ motivation to engage with learning activities. The first is that perceived competence is informed by and reciprocally informs the quality of the teacher-student relationship. The second is that students’ perceived competence and the quality of the teacher-student relationship have a combined impact upon students’ autonomous motivation. The final posit is that a teacher can be autonomy supportive both prior to and during activities where students have opportunities to exercise their autonomy. Such autonomy support includes the influence of teacher feedback upon students’ perceived competence and their subsequent motivation to autonomously engage with learning activities. This research begins to unravel such motivational interplay through an SDT-informed model, which is used as the basis for discussing the specific influence of teacher feedback and autonomy support upon students’ engagement with learning activities in formal learning settings. The findings and model are worthy of further testing and development, as part of the wider agenda of student engagement, wellbeing and positive psychology prevalent in educational research, education psychology, and the philosophy of social motivation.
Author: Channing R. Ford
Publisher:
ISBN:
Category : Mentoring in education
Languages : en
Pages : 0
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Book Description
"A critical component of higher education for students is strong mentoring relationships and examples of positive role modeling. Considered a relational process, effective mentoring requires that faculty and students develop mutual expectations of the relationship for it to be meaningful (Evans & Forbes,2012). Due to the dynamic nature of higher education, these relationships may vary across programs, across institutions, and across the nation.This special issue will examine the role of mentoring within higher education today as well as share new and innovative strategies that are being used to support learners to be academically and professionally successful."--Page 7.
Author: Ernest J. Zarra
Publisher: R&L Education
ISBN: 1475802382
Category : Education
Languages : en
Pages : 229
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Book Description
Why are so many public school teachers, administrators, and coaches choosing to become romantically and sexually involved with teenage students and players? Since 2000, numbers of intimate relationships between teachers and students have skyrocketed. Teacher arrests are at all-time highs. Is there a correlation between these relationships and communication and social technologies? This book explores: What is driving those in public and private education to have romantic and sexual relationships with their students, and to jeopardize their careers, families, reputations, and freedom? What roles do communication and social technologies play in feeding teacher-student relationships? Who is protecting teenagers from predator-teachers and predator-coaches, in our schools? Is there a new phenomenon in schools: The Predator Teenage Student? What practical strategies can be put in place to protect teenagers from sexual predators on our campuses? The appropriate educational use of communication technologies on high school campuses. This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.
Author: Janet Crist-Whitzel
Publisher:
ISBN:
Category : Group work in education
Languages : en
Pages : 150
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Book Description
Author: Kathryn C. Oleson
Publisher: Taylor & Francis
ISBN: 1000978028
Category : Education
Languages : en
Pages : 206
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Book Description
This powerful, practical resource helps faculty create an inclusive dynamic in their classrooms, so that all students are set up to succeed. Grounded in research and theory (including educational psychology, scholarship of teaching and learning, intergroup dialogue, and social justice theory), this book provides practical solutions to help faculty create an inclusive learning environment in which all students can thrive. Each chapter focuses on palpable ideas and adaptive strategies to use right away when teaching. The first chapter consider professors’ intersecting personal and social identities and their expectations for themselves and their students. Chapter 2 considers students’ backgrounds, including class, race, disability, and gender, and focuses on what students bring to the classroom, exploring their basic psychological needs of autonomy, competence, and belonging; their approaches to learning; and their self-doubts and uncertainties. Chapter 3 draws on universally-designed learning in combination with educational design rooted in social justice and multiculturalism to describe ways to design spaces in which students flourish academically. Two chapters focus on classroom dynamics. Chapter 4 primarily focuses on preparation for having difficult conversations in the classroom, considering how instructors can create a shared understanding between themselves and their students. Chapter 5 focuses on in-the-moment strategies to both create and manage discomfort about sensitive and controversial topics while supporting students of various social identities (such as gender, race, disability). In the closing chapter, the author integrates all the elements in the preceding chapters, and also presents more general college-wide programs to help faculty develop and improve their teaching.
Author: Jere E. Brophy
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 422
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Book Description
Author: Darla J. Twale
Publisher: Routledge
ISBN: 1317624971
Category : Education
Languages : en
Pages : 169
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Book Description
This practical guide provides college and university faculty with resources for supervising and advising graduate assistants, guiding doctoral students through the dissertation process, and preparing the next generation of scholars. Exploring common situations that faculty and their graduate students encounter, this book provides the theoretical foundation and best practices for faculty to improve their advising and supervising practices. Coverage Includes: Working with part-time, online, doctoral, and masters students Supervising assistantships, fellowships, internships, practicums, and residencies Chairing dissertations and theses Preparing students for conferences and presentations
