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141.
142.
Steven A. Demurjian Thomas J. Peters George McA. Beshers Heidi J. C. Ellis Greg Nichols 《Computer Science Education》2013,23(1):35-52
Our catchy title is intended to be controversial, provoking thought upon the impact (or lack of any) that a programming language has on the curriculum for a software engineering course. Our view on the subject is from both directions, as indicated by the title. As educators, we argue that the language issues are secondary to the fundamental concern of understanding software engineering concepts, specifically object‐oriented concepts. However, we appreciate that expertise in a widely accepted object‐oriented language may be essential towards the more practical aspect of building a critical mass of software engineers versed in object‐oriented techniques. This reflects upon the maturing nature of computer science and engineering as a science, which is evolving its fundamental principles, while at the same time recognizing its impact as an engineering discipline sensitive to practical applications. The evolution of our primary software engineering course, CS250 Introduction to Software Engineering, has been influenced by our own reflections on the state of software engineering in the 1990s, industrial requirements for expertise by our graduates, and the needs of accreditation. We present the internal and external factors that have guided our course design. This process reflects our own experiences in academia and industry. We present this process as a representative model of a sound approach, but make no claims that it is the optimal approach. 相似文献
143.
Since the 1980s, scholars and others have been engaged in a lively debate about the virtues and dangers of mingling commerce with university science. In this paper, we contend that the commercialization of academic science, and higher education more broadly, are best understood as pieces of a larger story. We use two cases of institutional change at the University of Wisconsin-Madison to shed light on the implications of neoliberalism for public research universities in the United States. We conclude that instead of neoliberalization being a timely strategy for the specific fiscal and other problems facing public universities today, it has become an omnibus solution available to be employed when any opportunity arises and, in fact, helps to define the “problems” of the university in the first place. 相似文献
144.
Gwen Nugent Bradley Barker Greg Welch Neal Grandgenett ChaoRong Wu Carl Nelson 《International Journal of Science Education》2013,35(7):1067-1088
The purpose of this research was to develop and test a model of factors contributing to science, technology, engineering, and mathematics (STEM) learning and career orientation, examining the complex paths and relationships among social, motivational, and instructional factors underlying these outcomes for middle school youth. Social cognitive career theory provided the foundation for the research because of its emphasis on explaining mechanisms which influence both career orientations and academic performance. Key constructs investigated were youth STEM interest, self-efficacy, and career outcome expectancy (consequences of particular actions). The study also investigated the effects of prior knowledge, use of problem-solving learning strategies, and the support and influence of informal educators, family members, and peers. A structural equation model was developed, and structural equation modeling procedures were used to test proposed relationships between these constructs. Results showed that educators, peers, and family-influenced youth STEM interest, which in turn predicted their STEM self-efficacy and career outcome expectancy. STEM career orientation was fostered by youth-expected outcomes for such careers. Results suggest that students’ pathways to STEM careers and learning can be largely explained by these constructs, and underscore the importance of youth STEM interest. 相似文献
145.
Audrey C. Rule Greg P. Stefanich Robert M. Boody Belinda Peiffer 《International Journal of Science Education》2013,35(6):865-887
Science, technology, engineering, and mathematics (STEM) fields, important in today’s world, are underrepresented by students with disabilities. Students with visual impairments, although cognitively similar to sighted peers, face challenges as STEM subjects are often taught using visuals. They need alternative forms of access such as enlarged or audio‐converted text, tactile graphics, and involvement in hands‐on science. This project focused on increasing teacher awareness of and providing funds for the purchase of supplemental adaptive resources, supplies, and equipment. We examined attitude and instructional changes across the year of the programme in 15 science and mathematics teachers educating students with visual impairments. Positive changes were noted from pretest to posttest in student and teacher perspectives, and in teacher attitudes towards students with disabilities in STEM classes. Teachers also provided insights into their challenges and successes through a reflective narrative. Several adolescent students resisted accommodations to avoid appearing conspicuous to peers. Teachers implemented three strategies to address this: providing the adaptations to all students in the class; convincing the student of the need for adaptation; and involving the class in understanding and accepting the student’s impairment. A variety of teacher‐created adaptations for various science and mathematics labs are reported. Another finding was many adaptations provided for the student with visual impairment benefitted the entire class. This study supports the claim that given knowledgeable, supportive teachers, and with appropriate accommodations such as tactile or auditory materials, students with visual impairments can be as successful and engaged as other students in science and mathematics. 相似文献
146.
Three male students between 10 and 13 years of age, who possessed WISC‐R Full Scale IQ's of greater than 120 and documented problems in decoding skills were assessed with respect to cognitive processing abilities (Cognitive Assessment System) and found to have marked deficits in successive coding. A process based remedial program, combining global training on tasks requiring successive processing with tasks involving the application of successive processing to decoding in reading, was implemented within approximately six weeks (15 hours) of training. The remedial program included guided practice and verbal mediation to assist students to internalize and generalize the cognitive strategies. Improvements following remediation were manifested uniquely for each of the students. The differences appeared to be related to the entry skill levels and preferred strategies of each student, as well as to the dimensions of attention and motivation. Results offer an extension of cognitive theory regarding the functioning of students, and may also provide an assessment option allowing earlier identification and remediation for such students. 相似文献
147.
This paper reports preliminary survey findings of Western Australian and South Australian teacher perceptions of the impact of NAPLAN on curriculum and pedagogy in their classroom and school. The paper examines how teachers perceive the effects of NAPLAN on curriculum and pedagogy and whether these perceptions mediated by the teacher’s gender, the socioeconomics of the school, the State and the school system in which the teacher works. Teachers report that they are either choosing or being instructed to teach to the test, that this results in less time being spent on other curriculum areas and that these effects contribute in a negative way to the class environment and the engagement of students. This largely agrees with a body of international research that suggests that high-stakes literacy and numeracy tests often results in unintended consequences such as a narrow curriculum focus, a return to teacher-centred instruction and a decrease in motivation. Analysis suggests there is a relationship between participant responses to the effect of NAPLAN on curriculum based on the characteristics of which State the teacher taught in, the socioeconomic status of the school and the school system in which they were employed (State, Catholic, and Independent). 相似文献
148.
Service‐learning clinical experiences in community‐based sites are an important approach to providing medical, nurse practitioner, allied health and other professional students with an opportunity to acquire knowledge, attitudes and skills necessary for working effectively with the elderly. Such experiences provide a balance to the clinical experiences more traditionally provided to students in nursing homes and chronic care hospitals. In community‐based settings, students gain knowledge and skills in working with older people, develop a more balanced view about growing old, and learn about community resources and effective teamwork. The experiences of the George Washington University Medical School in providing these learning experiences has led to student enthusiasm for work with the elderly and has improved access to medical care for elderly persons who participate in programs in community‐based settings. 相似文献
149.
Lynn McAlpine Cheryl Amundsen Mieke Clement Greg Light 《Studies in Continuing Education》2013,35(3):261-280
In this paper, academic developers from universities in three countries explore underlying assumptions about what we as developers do and why we do it in relation to evaluating development programs. Through addressing three questions, key ideas emerge that highlight what is often overlooked in day-to-day practice: the fact that academic development has a ‘signature pedagogy’ defined by the ‘learning paradigm’; the potential role of different stakeholders in setting criteria for evaluation; and the inclusion of non-traditional academic development literatures (e.g., adult education, educational change, organizational development) to avoid perpetuating established practices. Our intent is to intellectually challenge ourselves and others to move beyond sharing program and evaluation activities to explore ideas and literature not often considered in our day-to-day work. While the context is academic development, we believe the questions and the answers that emerged are of value to all involved in staff and professional development. 相似文献
150.
The scrumpled geography of literacies for learning 总被引:1,自引:0,他引:1
Richard Edwards Roz Ivanič Greg Mannion 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):483-499
This paper draws upon the experience of the Literacies for Learning in Further Education research project in the UK. The project explored the literacy demands of a number of curriculum areas and the literacy practices of students in their everyday lives, in order to identify those ‘border literacies’ which may act as resources for learning and attainment within their college courses. Drawing on Literacy Studies and aspects of actor-network theory, this article outlines the conceptual innovations that we found necessary arising from our data analysis, extending existing work on situating practice and boundary crossing to posit a conceptual landscape that we term the scrumpled geography of literacies for learning. This landscape is one in which purification, naturalization and translation are key concepts, where literacy practices are enacted as network effects of a folding of a range of micro-practices into conglomerations. 相似文献