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51.
Stephen R. Burgin William J. McConnell Alonzo M. Flowers III 《International Journal of Science Education》2013,35(3):411-445
This study describes an investigation of a research apprenticeship program that we developed for diverse high-school students often underrepresented in similar programs and in science, technology, engineering, and math (STEM) professions. Through the apprenticeship program, students spent 2 weeks in the summer engaged in biofuels-related research practices within working university chemistry and engineering laboratories. The experience was supplemented by discussions and activities intended to impact nature of science (NOS) and inquiry understandings and to allow for an exploration of STEM careers and issues of self-identity. Participants completed a NOS questionnaire before and after the experience, were interviewed multiple times, and were observed while working in the laboratories. Findings revealed that as a result of the program, participants (1) demonstrated positive changes in their understandings of certain NOS aspects many of which were informed by their laboratory experiences, (2) had an opportunity to explore and strengthen STEM-related future plans, and (3) examined their self-identities. A majority of participants also described a sense of belonging within the laboratory groups and believed that they were making significant contributions to the ongoing work of those laboratories even though their involvement was necessarily limited due to the short duration of the program. For students who were most influenced by the program, the belonging they felt was likely related to issues of identity and career aspirations. 相似文献
52.
Kathleen F. McConnell 《Quarterly Journal of Speech》2013,99(3):278-299
Theoretical discussion of the rhetorical situation has been dedicated largely to questions of its ontology and of how it is constituted. Where this ontological orientation has inclined theorists to treat the concept as a theoretical premise, an institutional orientation would instead frame constructivist accounts of the rhetorical situation as a political-pedagogical commitment and treat the ethical obligations that arise from any given situation as bound to specific institutional forms. From an institutional perspective, the rhetorical situation is to conscience as the institution of school is to education. The distinction of both rhetorical situations and schools lies not in their contrivedness per se, but in the inventional capacities their contrived qualities sustain. 相似文献
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Correlates and Consequences of Spanking and Verbal Punishment for Low-Income White, African American, and Mexican American Toddlers 总被引:1,自引:0,他引:1
Lisa J. Berlin Jean M. Ispa Mark A. Fine Patrick S. Malone Jeanne Brooks-Gunn Christy Brady-Smith Catherine Ayoub Yu Bai 《Child development》2009,80(5):1403-1420
This study examined the prevalence, predictors, and outcomes of spanking and verbal punishment in 2,573 low-income White, African American, and Mexican American toddlers at ages 1, 2, and 3. Both spanking and verbal punishment varied by maternal race/ethnicity. Child fussiness at age 1 predicted spanking and verbal punishment at all 3 ages. Cross-lagged path analyses indicated that spanking (but not verbal punishment) at age 1 predicted child aggressive behavior problems at age 2 and lower Bayley mental development scores at age 3. Neither child aggressive behavior problems nor Bayley scores predicted later spanking or verbal punishment. In some instances, maternal race/ethnicity and/or emotional responsiveness moderated the effects of spanking and verbal punishment on child outcomes. 相似文献
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Teaching with student response systems in elementary and secondary education settings: A survey study 总被引:2,自引:0,他引:2
William R. Penuel Christy Kim Boscardin Katherine Masyn Valerie M. Crawford 《Educational technology research and development : ETR & D》2007,55(4):315-346
This study examined how 498 elementary and secondary educators use student response systems in their instruction. The teachers
all completed an online questionnaire designed to learn about their goals for using response systems, the instructional strategies
they employ when using the system, and the perceived effects of response systems. Participants in the study tended to use
similar instructional strategies when using the technology as have been reported in higher education. These include posing
questions to check for student understanding and diagnose student difficulties, sharing a display of student responses for
all to see, asking students to discuss or rethink answers, and using feedback from responses to adjust instruction. A latent
class analysis of the data yielded four profiles of teacher use based on frequency of use and breadth of instructional strategies
employed. Teachers who used the technology most frequently and who employed broadest array of strategies were more likely
to have received professional development in instructional strategies and to perceive the technology as more effective with
students. 相似文献
59.
Tsz Lun Chu Scott B. Martin Trent A. Petrie Christy Greenleaf 《Psychology in the schools》2019,56(2):163-175
Guided by the biopsychosocial model, we examined (a) the prevalence of weight control behaviors (WCBs; i.e., trying to stay the same weight, lose weight, gain weight, or do nothing about weight) among early adolescent boys by race/ethnicity and grade level, and (b) how the boys’ perceptions of sociocultural pressures (from parents, peers, and media) to lose weight, gain weight, exercise, and diet predicted their WCBs while accounting for body composition and grade level. Early adolescent boys ( n = 508) in middle schools completed survey measures of WCB and sociocultural pressures and objective assessment of body mass index as body composition. Multinomial logistic regressions revealed that sixth graders were more likely than seventh and eighth graders to be trying to lose weight. Moreover, greater pressure to gain weight and lower pressure to exercise predicted a greater likelihood of trying to gain weight. The significant roles of grade levels and different sociocultural pressures in predicting WCBs suggest that health professionals and school staff should consider these factors when intervening with early adolescent boys. 相似文献
60.
In this article we share several activities we use in our teacher education literacy courses that incorporate a social justice lens. For each activity we suggest resources, offer examples we have created and used in our teaching, and share research to support each activity. The activities build on each other, with the intent of increasing preservice teacher knowledge of how to teach for social justice by moving beyond awareness and understanding lived experiences of students to affirming cultures and experiences of all students, creating inclusive and equitable classrooms. By experiencing teaching from this stance in our courses, we hope that our preservice teachers take up and teach from a social justice stance in their future classrooms. 相似文献