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11.
Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献
12.
Horowitz A 《Learning & behavior》2011,39(4):314-317
In line with other research, Udell, Dorey, and Wynne’s (in press) finding that dogs and wolves pass on some trials of a putative
theory-of-mind test and fail on others is as informative about the methods and concepts of the research as about the subjects.
This commentary expands on these points. The intertrial differences in the target article demonstrate how critical the choice
of cues is in experimental design; the intersubject-group differences demonstrate how life histories can interact with experimental
design. Even the best-designed theory-of-mind tests have intractable logical problems. Finally, these and previous research
results call for the introduction of an intermediate stage of ability, a rudimentary theory of mind, to describe subjects’ performance. 相似文献
13.
A prospective,randomized crossover study comparing direct inspection by light microscopy versus projected images for teaching of hematopathology to medical students 下载免费PDF全文
Aaron M. Carlson Ellen D. McPhail Vilmarie Rodriguez Georgene Schroeder Alexandra P. Wolanskyj 《Anatomical sciences education》2014,7(2):130-134
Instruction in hematopathology at Mayo Medical School has evolved from instructor‐guided direct inspection under the light microscope (laboratory method), to photomicrographs of glass slides with classroom projection (projection method). These methods have not been compared directly to date. Forty‐one second‐year medical students participated in this pilot study, a prospective, randomized, crossover study measuring educational performance during a hematology pathophysiology course. The students were randomized to one of two groups. All students received the same didactic lectures in the classroom and subsequent case‐based review of peripheral blood smears using either laboratory or projection methods, on day one with a crossover to the other method on day two. Pre‐ and post‐test examinations centered on morphology recognition measured educational performance on each day, followed by a questionnaire identifying the student's favored method. There was no significant difference in the pre‐test and post‐test scores between the two teaching methods (rank‐sum P = 0.43). Students overwhelmingly preferred the projection method and perceived it as superior (76%), although post‐test scores were not significantly different. Student's recommended method was split with 50% favoring the projection method, 43% favoring a combined approach, and 23% noting logistical challenges to the laboratory. In this study, the laboratory and projection method were equivalent in terms of educational performance for hematopathology among medicals students. A classroom‐based approach such as the projection method is favored, given the large class sizes in undergraduate medical education, as well as the ergonomic challenges and additional resources required for large group instruction in a laboratory setting. Anat Sci Educ 7: 130–134. © 2013 American Association of Anatomists. 相似文献
14.
Alexandra LaLonde Maria F. Romero-Creel Mario A. Saucedo-Espinosa Blanca H. Lapizco-Encinas 《Biomicrofluidics》2015,9(6)
Isolation and enrichment of low-abundant particles are essential steps in many bio-analytical and clinical applications. In this work, the capability of an insulator-based dielectrophoresis (iDEP) device for the detection and stable capture of low abundant polystyrene particles and yeast cells was evaluated. Binary and tertiary mixtures of particles and cells were tested, where the low-abundant particles had concentration ratios on the order of 1:10 000 000 compared to the other particles present in the mixture. The results demonstrated successful and stable capture and enrichment of rare particles and cells (trapping efficiencies over 99%), where particles remained trapped in a stable manner for up to 4 min. A device with four reservoirs was employed for the separation and enrichment of rare particles, where the particles of interest were first selectively concentrated and then effectively directed to a side port for future collection and analysis. The present study demonstrates that simple iDEP devices have appropriate screening capacity and can be used for handling samples containing rare particles; achieving both enrichment and isolation of low-abundant particles and cells. 相似文献
15.
Eileen Wood Amy K. Grant Alexandra Gottardo Robert Savage Mary Ann Evans 《Early Childhood Education Journal》2017,45(2):207-217
The primary goal of this research was to extend our understanding of the strengths and weaknesses inherent in online and offline early literacy software programs designed for young learners. A taxonomy of reading skills was used to contrast online software with offline closed system (compact disc) based programs with respect to number of skills taught, quality of instruction and scaffolding during instruction. Overall, online programs were more comprehensive and provided instruction for more skills than offline software at either the Kindergarten or Grade 1 level. However, offline programs demonstrated some developmentally appropriate selectivity in skills trained. Quality of instruction was variable within and across all programs. Scaffolding of instruction was also variable and surprisingly few programs, either online or offline, provided automatic movement across levels of difficulty. These outcomes have important implications for the selection of instructional materials by parents and educators involved in early literacy instruction and also for future software design. 相似文献
16.
Alexandra Withnall 《International Journal of Lifelong Education》2013,32(1):29-49
Academic debate about education and ageing issues has hitherto been based largely on provider and practitioner concerns. Here, the first stage of a two‐year research project that aimed to move the focus to older learners themselves is discussed. The aim in this initial stage was to construct a conceptual model of life course influences on older people’s learning that could be tested in a subsequent stage of the research. The method used involved ten focus group discussions with very different groups of learners, all of whom were ‘post‐work’ and based in different parts of the UK. The intertwined themes that emerged from the discussions related to discontinuity and change, situational and institutional influences on education and learning and the possible influence of personality factors and values as well as issues of gender, class and race. The efficacy of using focus groups in this context is briefly discussed, together with implications for the next stage of the project and for further research. 相似文献
17.
Julie L. Booth Laura A. Cooper Alexandra Huyghe Kenneth R. Koedinger E. Juliana Paré-Blagoev 《Journal of Education for Students Placed at Risk》2015,20(1-2):79-100
Superintendents from districts in the Minority Student Achievement Network (MSAN) challenged the Strategic Education Research Partnership (SERP) to identify an approach to narrowing the minority student achievement gap in Algebra 1 without isolating minority students for intervention. SERP partnered with 8 MSAN districts and researchers from 3 universities to design and rigorously test AlgebraByExample, a set of 42 Algebra 1 assignments with interleaved worked examples that target common misconceptions and errors. In a year-long random-assignment study, students who received AlgebraByExample assignments had an average 7 percentage point boost on a posttest containing released items from state assessments, and students in the bottom half of the performance distribution where minority students are disproportionately concentrated had an average 10 percentage point boost on a researcher-designed assessment of conceptual understanding. AlgebraByExample is easily incorporated into any existing curriculum, and naturally serves as a launch point for mathematically rich discussion. 相似文献
18.
International studies, such as the Programme for International Student Assessment (PISA), have shown that, in most participating countries, students who do not typically speak the test language at home reach lower levels of reading comprehension than students using the test language at home (Stanat & Christensen, 2006). Results from PISA indicate that Germany is among the countries with the most pronounced differences in reading comprehension between immigrant students and students from native families. The present article summarizes these findings and shows that the reading achievement gap persists even when the socioeconomic and educational background of students?? families are controlled. Furthermore, although controlling for background factors reduces the effect of the language spoken at home on reading, it continues to be substantial. Using these findings as a starting point, the article addresses the question of what should be done to close this gap. It summarizes research findings indicating that oral proficiency presents an important determinant of reading comprehension in a second language. This suggests that effective general approaches to second-language teaching are needed to promote reading literacy in a L2. The article closes with a discussion of the available evidence on the effectiveness of such approaches and outlines the need for further research. 相似文献
19.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献
20.
Charlotte Dietrich Syed A. Rahim Gloria D. Feliciano Robert C. Hornik Godwin Chu Daniel Lerner 《Communication Booknotes Quarterly》2013,44(6):65-66
Charlotte Dietrich, Der Rundfunk in Afrika An fang der Siebziger Jahre: Strukturen and Daten (Broadcasting in Africa in the Early Seventies: Structures and Data) (Department of Mass Communication, University of Salzburg, Sigmund Haffner Gasse 18, A-5020 Salzburg, Austria---$5.00, paper, plus cost of shipping) Communication Policy and Planning for Development: A Selected Annotated Bibliography by Syed A. Rahim (285 pp., October 1976, price not given, paper) An Overview of Communication Research in Asia: Status, Problems and Needs by Gloria D. Feliciano (20 pp., June 1973, on request, paper) Mass Media Use and the “Revolution of Rising Frustrations:” A Reconsideration of the Theory by Robert C. Hornik (27 pp., July 1974, on request, paper) Communication and Development in China (Communication Monograph No. 1), by Godwin Chu, et al. (116 pp., September 1976, price not given, paper) Communication in the Pacific, edited by Daniel Lerner and Jim Richstad (96 pp., June 1976, price not given paper) The Use of Radio in Adult Literacy Education, by Richard C. Burke (116 pp., £1.50 or about $2.40, paper) Programmed Instruction for Literacy Workers, by Sivasailam Thiagarajan (136 pp., £1.95 or about $3.12, paper) Mass Communication in Malaysia, compiled by Lim Huck Tee and V.V. Sarachandran (91 pp., 1975, 12 Singapore dollars outside Asia) Mass Communication in India, compiled at the Indian Institute of Mass Communication (216 pp., 1976, 18 Singapore dollars outside Asia) 相似文献