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81.
Dina N. Kovarik Davis G. Patterson Carolyn Cohen Elizabeth A. Sanders Karen A. Peterson Sandra G. Porter Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459
We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers. 相似文献
82.
Carolyn Carpan 《College & Undergraduate Libraries》2013,20(1):104-110
The purpose of the library liason program is to build relationships with faculty members and provide personal communication about library services, information literacy and instruction, and collections. Suggestions for transforming or revitalizing your library liason program are provided. 相似文献
83.
Carolyn Kitch 《Critical Studies in Media Communication》2013,30(2):115-131
Initially promising to replicate the story of the 2002 rescue at the Quecreek mine in Pennsylvania, news coverage of the January 2006 coal mine accident in Sago, WV, went terribly wrong when journalists incorrectly reported the miners’ “miracle” survival. Analysis of 761 newspaper, newsmagazine, and broadcast news reports illustrates how journalists corrected a mishandled story, and offers a glimpse into their broader role in constructing politically affirming national mythology. The final story of Sago was one of a rural community with class pride, distinct gender roles, and other “traditional” values presumed lost—a nostalgic parable of blue-collar patriotic sacrifice. 相似文献
84.
Matthew M. Martin Carolyn M. Anderson Grant C. Cos 《Communication Research Reports》2013,30(2):195-202
This study investigated the relationship between people's communication tendencies for sending and receiving verbally aggressive messages with their opinions and feelings about a verbally aggressive television show. Participants (N=216) completed measures of verbal aggressiveness and psychological hurt before viewing a 7‐minute clip from the television show Daddy Dearest. Participants then completed measures for show affinity, character affinity, and show realism. The results showed that people who were verbally aggressive, tended to watch more television weekly, and did not report being hurt by receiving verbally aggressive messages, expressed more affinity for the character and the show and perceived the show to be similar to real life. People who reported greater psychological hurt from receiving verbally aggressive messages and tended to watch more television weekly also reported that the show was similar to real life. 相似文献
85.
Beth Le Poire Ashley Duggan Carolyn Shepard Judee Burgoon 《Communication Research Reports》2013,30(3):195-206
Previous research suggests that individual nonverbal cues and cue complexes communicate multiple relational messages simultaneously. This work examines the contention that nonverbal percepts may predict relational message interpretations in romantic relationships. Results provide support for the hypothesis that nonverbal cues indicative of greater involvement, pleasantness, and expressiveness connote messages of intimacy. Specifically, the current study reveals that perceptions of intimacy and composure are associated with greater vocalic involvement. Interpretations are provided in line with the social meanings model. 相似文献
86.
Carolyn Mckinney 《Educational Action Research》2013,21(3):375-392
This article discusses practitioner research that focused on student resistance to teaching about the apartheid past and issues of ‘race’ in a first year English studies course at a predominantly Afrikaans and ‘white’ university in South Africa. The study aimed to explore the way in which students and the teacher engaged with a form of critical pedagogy moment–by–moment in the classroom. In this article, I turn the analytical spotlight onto myself, analysing the way in which my own multiple and sometimes contradictory identity positions as an educator play themselves out. In particular, I explore the tensions between my preferred ‘democratic’ teaching style, and my moral or ethical views. I argue that this tension creates a dilemma for teaching within critical pedagogy, which is not easily resolved. I also reflect on the experience of researching my own teaching practice, and attempt to understand how my research insights were developed, linking this to the distinction between reflective practice and action research. 相似文献
87.
Matthew T. McCrudden Carolyn J. Hushman Scott C. Marley 《Journal of Experimental Education》2013,81(4):537-554
This experiment investigated whether study of a scientific text and a visual display that contained redundant text segments would affect memory and transfer. The authors randomly assigned 42 students from a university in the southwestern United States in equal numbers to 1 of 2 conditions: (a) a redundant condition, in which participants studied a scientific text that described plate tectonics and a corresponding visual display that contained redundant segments from the text; or (b) a nonredundant condition, in which participants studied the scientific text and a corresponding visual display that lacked the redundant text segments. Embedding redundant text segments within the visual display enhanced performance on 3 measures of memory but not on a measure of transfer. The authors discuss the theoretical and practical implications using the cognitive theory of multimedia learning. 相似文献
88.
Our study concerns the conceptual mathematical knowledge that emerges during the resolution of tasks on the equivalence of polynomial and rational algebraic expressions, by using CAS and paper-and-pencil techniques. The theoretical framework we adopt is the Anthropological Theory of Didactics (Chevallard 19:221–266, 1999), in combination with semiotic aspects from the instrumental approach to tool use. The analysis we present is based on interviews carried out with a 10th grade student who participated in our research. Our findings highlight the mathematical knowledge (technological discourse) constructed in the process of confronting, differentiating, and articulating the several mathematical techniques and theoretical ideas (pertaining to the numeric perspective and the syntactic perspective on algebraic equivalence) related to the designed equivalence tasks. 相似文献
89.
Carolyn R. Fehrenbach 《Roeper Review》2013,35(4):290-292
Thirty gifted and 30 average readers were selected from a population of 300 eighth, tenth, and twelfth grade students in small towns or rural areas in Kansas. Students were classified as field independent or field dependent. It was found that gifted and average readers used the same reading strategies but there were significant differences in how frequently some strategies were used. There were also significant differences in how frequently some strategies were used by field independent and field dependent readers. Gifted readers scored significantly higher than average readers on the Hidden Figures Test. No significant differences in the frequency of reading strategy use were found between field independent gifted readers and field dependent gifted readers or between field independent and field dependent average readers. 相似文献
90.
Human services educators must address the issue of students’ bias toward older adults to encourage interest and meet the growing need for professionals in the field. The use of literature can challenge students’ preconceptions of older adults while innovative teaching methods can guide their development of more tolerant views and introduce them to a field that they may have previously given little consideration. Based on a model of cultural competence development, teaching strategies, learning objectives, literature, and an evaluation are suggested. 相似文献