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71.
College students' decision making is often less than optimal and sometimes leads to negative consequences. The effectiveness of two strategies for improving student decision making—node‐link mapping and social perspective taking (SPT)—are examined. Participants using SPT were significantly better able to evaluate decision options and develop plans, suggesting that college counselors might increase the effectiveness of students' decision making by presenting a simple SPT strategy.  相似文献   
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This purpose of the study was to determine the effects of teachers using the Question Exploration Routine (QER) in regularly scheduled secondary‐level English Language Arts classes to help students answer questions about the development and use of main ideas in Shakespeare's Romeo and Juliet. Questions were posed in both multiple‐choice and written formats. On average, students representing diverse groups who received instruction with the QER correctly answered a significantly higher percentage of total questions than students receiving traditional lecture‐discussion instruction (effect sizes were very large). Results are reported for total scores, subscores of multiple‐choice and written responses, and for responses of subgroups of students. Students’ mean satisfaction and confidence responses are reported.  相似文献   
74.
Summary Integrating nature education into the curriculum teaches children many important concepts, such as aesthetics, respect, caring for the earth, and the interrelationships among humans and the habitat. As the world becomes more populated and polluted, and as some animal and plant life becomes endangered and extinct, the role that we all play in protecting or destroying the earth can be reinforced. Through nature study, children can learn how they affect the environment as well as how the environment affects them. By having rich and varied opportunities to experience and explore nature, children can begin to value and appreciate their immediate world and will hopefully generalize this knowledge to other situations and places.  相似文献   
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Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and monitor their own reading. Despite the appeal of metacognition and the emphasis on executive management of reading, there have been relatively few empirical studies that measure or promote children's metacognition about reading. This article briefly reviews some key studies of children's knowledge about reading and identifies some difficulties in defining and measuring metacognition. An Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes. Data are presented illustrating that the instrument is sensitive to developmental and instructional differences in children's metacognition about reading. It is argued that the usefulness of the term metacognition depends on the development of both formal and informal tests of children's knowledge about reading and effective instruction that promotes metacognition.  相似文献   
77.
How we communicate the dangers of climate change may influence attitudes, intentions, and behaviors. Here we test two pairs of positive and negative framing statements with North American citizen scientists interested in gardening and birdwatching. Mentioning dangers for humans did not increase participants’ interest in taking personal action on climate change, but mentioning dangers for birds was highly effective. Highlighting the positive collective impacts of small behavioral changes also increased participants’ interest in taking personal action. These results suggest that while some dire messages are ineffective, those evoking concern for target species of significance to the learners may be as successful as positive messages.  相似文献   
78.
Two studies were conducted to examine content knowledge changes following 2 weeks of professional development that included scientific research with university scientists. Engaging teachers in scientific research is considered to be an effective way of encouraging knowledge of both inquiry pedagogy and content knowledge. We used concept maps with two cohorts of teachers to assess changes in science teacher knowledge. In study 1, 34 teachers developed pre- and post-concept maps in one of the nine different content areas. A repeated measures analysis of six quantitative scores showed statistically significant increases in knowledge representation. Quantitative and qualitative scoring methods indicate that concept maps are effective for assessing teacher knowledge gains from professional development. Study 2 replicated the results with 24 teachers and provided further information about how knowledge changes.  相似文献   
79.

In 1997 the California State University Monterey Bay Master of Arts in Education program began accepting students with the explicit intent of offering an academically challenging curriculum that grounds teacher-leaders in multicultural social justice education. By 2003, the program had successfully attracted and graduated a student population that is as racially and ethnically diverse as the state of California. As eight faculty members who designed and implemented this program, writing from a position of “insider knowledge” regarding how it functioned on a day-to-day basis, we show how culturally and linguistically diverse students, many of whom have been underprepared for rigorous academic work, can attain high levels of academic excellence in a challenging and supportive context. In addition, we explore the tensions and realities of doing this work, especially in a state university context that is experiencing decreased funding that jeopardizes programs such as this one. We write so that our work is not forgotten but rather narrates what is possible.  相似文献   
80.
Abstract

The paper begins by outlining evidence that mentorships are extensive in British higher education. Second, it examines the role of the mentor, drawing attention to the complexity and confusion that exists around this central issue. Next, the authors turn to the various models of mentoring. Taking issue with those who support formal intervention and hierarchical relationships, they argue for a more organic approach, in which regulations are not closely prescribed and participants are empowered to develop their partnership in ways that are congruent with their culture. The paper questions the relative lack of convincing data on the effectiveness of mentoring, either from research or from within organizations’ own evaluation systems, and suggests a future research agenda focused on this issue. Throughout, the focus is on the role of the mentor rather than the role of the mentee or protégé, drawing on data from the authors’ own universities, two ‘old’ research‐led universities with traditions of collegiality (Nottingham is a large provincial university that was founded in the 1880's and acquired a Royal Charter in 1948; Keele dates from 1950, is a smaller, campus‐based university, with strong traditions of multi‐disciplinarity).  相似文献   
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