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91.
Gunnar E. H?st Caroline Larsson Arthur Olson Lena A. E. Tibell 《CBE life sciences education》2013,12(3):471-482
Self-assembly is the fundamental but counterintuitive principle that explains how ordered biomolecular complexes form spontaneously in the cell. This study investigated the impact of using two external representations of virus self-assembly, an interactive tangible three-dimensional model and a static two-dimensional image, on student learning about the process of self-assembly in a group exercise. A conceptual analysis of self-assembly into a set of facets was performed to support study design and analysis. Written responses were collected in a pretest/posttest experimental design with 32 Swedish university students. A quantitative analysis of close-ended items indicated that the students improved their scores between pretest and posttest, with no significant difference between the conditions (tangible model/image). A qualitative analysis of an open-ended item indicated students were unfamiliar with self-assembly prior to the study. Students in the tangible model condition used the facets of self-assembly in their open-ended posttest responses more frequently than students in the image condition. In particular, it appears that the dynamic properties of the tangible model may support student understanding of self-assembly in terms of the random and reversible nature of molecular interactions. A tentative difference was observed in response complexity, with more multifaceted responses in the tangible model condition. 相似文献
92.
Caroline Young 《Legal Reference Services Quarterly》2013,32(4):307-319
The evolution of print, electronic, and digital resources, as well as shifting technology advancements, are significant drivers of change in libraries, including library systems. This article reviews the latest variety of library systems available focusing on the library services platform, 1 open source solutions, and the hybrid open source library services platform. All of these newer alternatives to the integrated library system are attempting in their own way to address the overarching drive for libraries, including law libraries, to have greater efficiencies in the following ways: (1) more productive business processes, (2) collaboration among libraries, institutions, and vendors, and (3) unfettered access to open code and software in order to customize library systems to their own specifications. 相似文献
93.
Mario F. Teisl Mark W. Anderson Caroline L. Noblet George K. Criner Jonathan Rubin Timothy Dalton 《The Journal of environmental education》2013,44(2):67-83
Most outcomes assessment in higher education has focused on content knowledge or skills development; however, attitudinal change is also a legitimate focus of assessment. We use the New Ecological Paradigm (NEP) to test whether courses designed to meet the same university environmental literacy requirement changed student environmental attitudes, and whether these changes resulted from instructor and/or course-content effects. We found student environmental attitudes did change significantly but in different directions depending upon who taught the course. The ability to measure such changes adds to the discussion in the environmental education community on the desired nature of attitudinal change and of the responsibilities of higher education instructors. 相似文献
94.
Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers’ verbal feedback to pupils in class, predicted on-task pupil behaviour. Participants consisted of 58 teachers from five secondary schools, who completed three self-report questionnaires examining teacher stress, self-efficacy and irrational beliefs. In addition, both teachers and pupils were systematically observed in class using a structured schedule. The results indicated that high self-reported irrational beliefs and low self-efficacy predicted high levels of teacher stress. In addition, high self-efficacy and low levels of negative comments directed at pupils’ social behaviour and academic work in the classroom predicted high levels of on-task pupil behaviour. The implications for supporting teachers in these areas are discussed. 相似文献
95.
Researchers have suggested that as children's language skill develops in early childhood, it comes to help children regulate their emotions (Cole, Armstrong, & Pemberton, 2010; Kopp, 1989), but the pathways by which this occurs have not been studied empirically. In a longitudinal study of 120 children from 18 to 48 months of age, associations among child language skill, observed anger expression, and regulatory strategies during a delay task were examined. Toddlers with better language skill, and whose language skill increased more over time, appeared less angry at 48 months and their anger declined more over time. Two regulatory strategies, support seeking and distraction, explained a portion of the variance in the association between language skill and anger expression after toddlerhood. 相似文献
96.
97.
Early years education has received considerable attention in recent years, particularly as a result of longitudinal studies that demonstrate the importance of the first few years in a child’s development and educational experience. In 2004, a new approach to early years education, the Foundation Phase, was introduced in Wales. This is a major flagship policy of the recently devolved Welsh Government, and marks a radical departure from the more assessment-driven competency-based approaches to early childhood education that existed prior to the Foundation Phase. Studying approximately 2000 children in Wales who are part of the UK Millennium Cohort Study (MCS), all born in 2000–2001 we investigate the potential impact of the Foundation Phase pilot on a range of key academic and well-being outcome measures. Compared with other children, those attending a Foundation Phase pilot school tended to have lower scores in a number of academic assessments at age seven and lower subjective well-being, in terms of their attitudes to learning and well-being at school. We consider these surprising, yet concerning, results in the context of the methodological limitations to this analysis and propose how the MCS can be further used to substantiate these findings. 相似文献
98.
99.
Morgaen L. Donaldson Sarah Woulfin Kimberly LeChasseur Casey D. Cobb 《Equity & Excellence in Education》2016,49(2):183-201
Despite growing momentum to overhaul teacher evaluation policies and practices, scant research examines how educators at the street level of such reform—principals and teachers—make sense of them, and almost no research examines the implications of current evaluation reforms for equity. This article provides findings based on a study of 14 districts implementing a new teacher evaluation policy in Connecticut. It focuses on how principals shaped teachers’ opportunities to learn about the new policy. We find that the majority of teachers’ opportunities to learn were formal and in whole group or one-on-one formats. We find important differences in the quantity and quality of learning opportunities at the district level, with districts serving greater shares of low-income students, students of color, and English language learners generally offering teachers fewer and lower quality opportunities to learn about the new reform than their counterparts. As such, this article builds on prior research illustrating the potential of new evaluation systems to exacerbate inequities and raises important cautions regarding the extent to which the unprecedented teacher evaluation reforms (currently underway) may exacerbate inequities among school districts. 相似文献
100.
Abstract This two‐semester study compared two designs of coursework and field experience in a teacher preparation program. Participants were 62 preservice teachers. Data were collected from their observations of mentor teachers’ instruction and their analyses of these observations. Data were analyzed by constant comparative analysis and analytic statistics. The study found that the design, organized to bring the field experience into the methods course, enhanced preservice teacher abilities to understand and explain instructional observations. The results have implications for the integration of methods coursework and field experience, likely across content areas. 相似文献