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31.
Bingham D 《The Journal of perinatal education》2005,14(3):51-55
As the director of patient-care services for maternal-child health and clinical practice at two large, metropolitan hospitals, the author of this article outlines ways in which childbirth educators can empower women to receive the birth experience they want. Techniques include offering a special prepregnancy class, helping expectant women to formulate questions for their care providers, and encouraging women to express their perceptions of their birth experience by responding to their hospital's patient-satisfaction survey, writing letters, or nominating mother- and baby-friendly nurses for special recognition. 相似文献
32.
Jennifer Debski Candy Dubord Spadafore Susan Jacob Debra A. Poole Michael D. Hixson 《Psychology in the schools》2007,44(2):157-170
Practitioner‐members of the National Association of School Psychologists (N = 162) completed questionnaires regarding their suicide prevention and postvention roles, training, preparedness, and knowledge. Most were crisis team members, yet less than one‐half reported graduate training in suicide risk assessment and less than one‐fourth in postvention. Compared to nondoctoral‐level practitioners, doctoral‐trained practitioners felt better prepared to handle suicidal students. Most respondents had participated in a suicide risk assessment in the past 2 years, with few using standardized measures. Performance was moderately strong on questions about knowledge of risk factors, warning signs, and appropriate steps to respond to a suicidal student, but respondents showed less familiarity with postvention recommendations intended to discourage contagion. Training suggestions were identified. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 157–170, 2007. 相似文献
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Susan B. Empson Debra Junk Higinio Dominguez Erin Turner 《Educational Studies in Mathematics》2006,63(1):1-28
Although equal sharing problems appear to support the development of fractions as multiplicative structures, very little work has examined how children's informal solutions reflect this possibility. The primary goal of this study was to analyze children's coordination of two quantities (number of people sharing and number of things being shared) in their solutions to equal sharing problems and to see to what extent this coordination was multiplicative. A secondary goal was to document children's solutions for equal sharing problems in which the quantities had a common factor (other than 1). Data consisted of problem-solving interviews with students in 1st, 3rd, 4th, and 5th grades (n=112). We found two major categories of strategies: (a) Parts Quantities strategies and (b) Ratio Quantities strategies. Parts quantities involved children's partitions of continuous units expressed in terms of the number of pieces that would be created. Ratio quantities involved children's creation of associated sets of discrete quantities. Within these strategies, children drew upon a range of relationships among fractions, ratio, multiplication, and division to mentally or physically manipulate quantities of sharers and things to produce exhaustive and equal partitions of the items. Additionally, we observed that problems that included number combinations with common factors elicited a wider range of whole-number knowledge and operations in children's strategies and therefore appeared to support richer interconnections than problems with relatively prime or more basic number combinations. 相似文献
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Formative assessment has been recognised as a critical element in teaching for conceptual development. A case study research design was employed to: (1) characterise the assessment thinking of three science instructors at a research‐based university; and (2) examine the complex relationship between instructor thinking and practice by encouraging experimentation with alternative assessment strategies. Interviews, reflective journals, field notes and course documents were the data sources used to create a single case study that documented the development of these university instructors’ assessment thinking during their experimentation with formative assessment strategies. Throughout two semesters of experimentation, the instructors’ assessment thinking became more sophisticated; they grew to view the purpose of assessment less as a summative activity used for the assignment of marks and more as a tool for diagnosing student learning. However, more sophisticated thinking was not associated with revisions in teaching practice based on formative assessment data. Further investigations are needed to more completely understand the nature of assessment thinking and how assessment thinking influences assessment practices. Implications for professional development of university‐level science instructors include personalised experiences through which instructors can become active participants in gathering evidence of student learning that promotes growth in assessment thinking. 相似文献
37.
Chavous TM Bernat DH Schmeelk-Cone K Caldwell CH Kohn-Wood L Zimmerman MA 《Child development》2003,74(4):1076-1090
In this study, the relationships between racial identity and academic outcomes for African American adolescents were explored. In examining race beliefs, the study differentiated among (a) importance of race (centrality), (b) group affect (private regard), and (c) perceptions of societal beliefs (public regard) among 606 African American 17-year-old adolescents. Using cluster analysis, profiles of racial identity variables were created, and these profile groups were related to educational beliefs, performance, and later attainment (high school completion and college attendance). Results indicated cluster differences across study outcomes. Also, the relationships between academic attitudes and academic attainment differed across groups. Finally, the paper includes a discussion on the need to consider variation in how minority youth think about group membership in better understanding their academic development. 相似文献
38.
Meta-analyses of active-learning research consistently show that active-learning techniques result in greater student performance than traditional lecture-based courses. However, some individual studies show no effect of active-learning interventions. This may be due to inexperienced implementation of active learning. To minimize the effect of inexperience, we should try to provide more explicit implementation recommendations based on research into the key components of effective active learning. We investigated the optimal implementation of active-learning exercises within a “lecture” course. Two sections of nonmajors biology were taught by the same instructor, in the same semester, using the same instructional materials and assessments. Students in one section completed in-class active-learning exercises in cooperative groups, while students in the other section completed the same activities individually. Performance on low-level, multiple-choice assessments was not significantly different between sections. However, students who worked in cooperative groups on the in-class activities significantly outperformed students who completed the activities individually on the higher-level, extended-response questions. Our results provide additional evidence that group processing of activities should be the recommended mode of implementation for in-class active-learning exercises. 相似文献
39.
Debra A. Felix Mark D. Hertle Jill G. Conley Lori B. Washington Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195
We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science. 相似文献
40.
G. Tanner Jackson Katherine E. Castellano Debra Brockway Blair Lehman 《Journal of Research on Technology in Education》2018,50(3):226-240
Open-ended, short-answer questions, referred to as constructed responses (CR), allow students to express knowledge and skills through their own words. While CRs can reduce the likelihood of guessing correct answers, they also enable students to provide errant responses due to a lack of knowledge or a misunderstanding of the question. Conversation-based assessments (CBAs) require constructing responses to open-ended prompts (similar to CRs), but also leverage natural-language processing to provide adaptive follow-up prompts that target particular information. This work describes an investigation into potential benefits of CBAs as they are compared to a CR approach. Results from 632 middle schoolers indicate that, when compared to CRs, the CBA items allowed 41% of students to provide a more complete response and improve their score. 相似文献