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91.
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
92.
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
93.
This article shares the perspectives of two former high school and middle school librarians who moved into academic libraries. The move from the K–12 sector to higher education offered them unique insights into working with first-year students as they started their college careers. Existing literature discusses the importance of collaboration between high school and academic librarians. The authors of this article have firsthand experience of how students work in the middle and high school realm, and they demonstrate how to apply that knowledge and experience with college students. 相似文献
94.
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
95.
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
96.
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
97.
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
98.
Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings. 相似文献
99.
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
100.