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Paul Gibbs Patricia Cartney Kate Wilkinson John Parkinson Sheila Cunningham Carl James-Reynolds 《Educational Action Research》2017,25(1):3-22
This literature review considers the use of action research in higher education. The review specifically looks at two areas of higher education activity. The first concerns academic teaching practice and includes a discussion of research and pedagogy practice, and staff development. The second considers student engagement. In both of these core features of higher education, action research has proven to be a central approach to the investigation, reflection and improvement of practice. Each of these main foci includes a discussion of the limitations of the literature. The review illustrates the extent and range of uses to have benefited from an action research approach. 相似文献
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Freeman S O'Connor E Parks JW Cunningham M Hurley D Haak D Dirks C Wenderoth MP 《CBE life sciences education》2007,6(2):132-139
We tested five course designs that varied in the structure of daily and weekly active-learning exercises in an attempt to lower the traditionally high failure rate in a gateway course for biology majors. Students were given daily multiple-choice questions and answered with electronic response devices (clickers) or cards. Card responses were ungraded; clicker responses were graded for right/wrong answers or participation. Weekly practice exams were done as an individual or as part of a study group. Compared with previous versions of the same course taught by the same instructor, students in the new course designs performed better: There were significantly lower failure rates, higher total exam points, and higher scores on an identical midterm. Attendance was higher in the clicker versus cards section; attendance and course grade were positively correlated. Students did better on clicker questions if they were graded for right/wrong answers versus participation, although this improvement did not translate into increased scores on exams. In this course, achievement increases when students get regular practice via prescribed (graded) active-learning exercises. 相似文献
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This pilot study examined the impact of a 10 session, group-based, early-intervention cognitive behavioural therapy (CBT) programme (Cool Connections) on anxiety, depression and self-concept in nine 8–11 year old pupils in Northern Ireland. The intervention was facilitated by a teacher, education welfare officer and two classroom assistants, with support from the school’s educational psychologist. A group of pupils identified by teachers as presenting with symptoms of anxiety and depression or low self-esteem and who scored in the mild, moderate or severe range of difficulties on the Beck Youth Inventories took part. Findings indicate statistically significant improvements in both anxiety (t(8) = ?3.29, p < 0.017) and depression (t(8) = ?3.06, p < 0.017) but not self-concept (t(8) = 2.63, p = 0.030). The article concludes with strengths and limitations of the current study, professional reflections on implementing a multi-agency, group-based, CBT intervention and implications for future research and educational psychology practice. 相似文献
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Dr Christine M. Cunningham 《Research in Science Education》1998,28(2):243-257
Science education reform initiatives advocate incorporating more accurate portrayals of science in the high school classroom
that attend to science in its larger social context. However, conveying such understandings will require teachers to possess
new knowledge about how science is practised. This paper reports research that investigated the effect of teachers' sociological
understanding of science (SUS) on their design and implementation of curriculum innovations. It concludes that teachers' SUS
level strongly influences their ability to innovate; knowledge about science is necessary, but not sufficient, for sociologically
informed curricula. 相似文献
138.
Christine M. Cunningham Cathy P. Lachapelle Robert T. Brennan Gregory J. Kelly Chris San Antonio Tunis Christine A. Gentry 《科学教学研究杂志》2020,57(3):423-453
The Framework for K-12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high-quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students. To measure the impact of the curriculum, we conducted a cluster randomized controlled trial in 604 classrooms in 152 schools in three states. Schools were randomly assigned to either the treatment curriculum or to a comparison curriculum that addressed the same learning goals but did not include several critical components. Results show that students who used the treatment curriculum (EiE) regardless of demographic characteristics outperformed students in the comparison group on outcome measures of both engineering and science content learning. The results show that curriculum design affects student-learning outcomes. 相似文献
139.
George B. Cunningham 《运动与健康科学(英文)》2021,10(5):570-576
PurposeThe study was to examine county-level associations of physical activity with coronavirus disease 2019 (COVID-19) cases and deaths, per 100,000 county residents.MethodsData were collected from publicly available data sources for 3142 counties and equivalents, including the District of Columbia. Subjective health ratings, percentage uninsured, percentage unemployed, median household income, percentage female residents, percentage White residents, percentage of residents 65 years of age or older, and rural designation served as controls.ResultsThe two-level random intercept regression showed that physical activity rates at the county level were statistically and negatively associated with COVID-19 cases and deaths. Additional analyses showed that physical activity rates moderated the relationship between cases and deaths, such that the relationship was strongest when physical activity rates were low.ConclusionThe results presented here offer empirical evidence of the benefits of county-level physical activity during a pandemic. Implications for public health and physical activity provision are discussed. 相似文献
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