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Neal RE Ajamie LF Harmon KD Kellerby CD Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413
In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student. 相似文献
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Soko S. Starobin Yu “April” Chen Aurelia Kollasch Tushi Baul Frankie Santos Laanan 《Community College Journal of Research & Practice》2014,38(2-3):131-143
Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives to create a path to college and career success in STEM-related fields. In this article, the authors focused on comparing the probability of rating high self-efficacy among 86 community college students who participated in PLTW with students with no PLTW experience. The findings indicated that PLTW students have significantly lower probability of rating high self-efficacy compared to their non-PLTW counterparts. It might be that PLTW students rated their self-efficacy by comparing with a group of their close peers, who might be a group of academically high-ability students. This study provides implications for the unique, perhaps unintentional, peer effects of the project-based learning curriculum on the self-rating of students' self-efficacy. The findings highlighted the secondary-postsecondary nexus on STEM education, especially the importance of secondary programs that could positively influence the STEM educational pathways for community college students. 相似文献
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Almost one-fourth of maltreated adolescents report they have thought about killing themselves in the last two weeks. We draw on Agnew's strain theory to develop a model to account for variability in suicidal thoughts among this high-risk group. We used data from a nationally representative sample of 572 maltreated adolescents, aged 11–15. One dimension of relational strain (poorer relationship with peers) and greater depressed mood were directly related to whether adolescents did or did not think about suicide. Depressed mood mediated the relationship between two strain variables (relationship with caregiver and with school) and suicidal thoughts. Child maltreatment strain (being severely harmed) and substance use were not directly related to suicidal thoughts; however, depressed mood appeared to mediate the relationship between drug use and suicidal thoughts. Adolescents who experience child maltreatment and who appear to be disconnected from caregivers, friends and school should be screened for depression and suicidal thoughts. 相似文献
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In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format. 相似文献
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We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012 相似文献
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Laura April McEwen dik Harris Richard F. Schmid Jackie Vogel Tamara Western Paul Harrison 《CBE life sciences education》2009,8(1):72-78
This article offers a case study of the evaluation of a redesigned and redeveloped laboratory-based cell biology course. The course was a compulsory element of the biology program, but the laboratory had become outdated and was inadequately equipped. With the support of a faculty-based teaching improvement project, the teaching team redesigned the course and re-equipped the laboratory, using a more learner-centered, constructivist approach. The focus of the article is on the project-supported evaluation of the redesign rather than the redesign per se. The evaluation involved aspects well beyond standard course assessments, including the gathering of self-reported data from the students concerning both the laboratory component and the technical skills associated with the course. The comparison of pre- and postdata gave valuable information to the teaching team on course design issues and skill acquisition. It is argued that the evaluation process was an effective use of the scarce resources of the teaching improvement project. 相似文献
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Improving K-12 pedagogy via a Cloud designed for education 总被引:1,自引:0,他引:1
Sarah Stein Jennifer Ware Johanne Laboy Henry E. Schaffer 《International Journal of Information Management》2013
Cloud computing offers an opportunity to improve K-12 pedagogy with services tailored to teachers’ needs in individual classrooms. The Cloud can deliver services such as remote access to learning tools in a cost effective manner to school systems struggling with reductions in local and state funding. This article explores the distinct ways that a Cloud designed specifically for education can be applied to K-12 education's academic mission. It uses observations from a case study in North Carolina rural high schools using an educational Cloud called the Virtual Computing Lab to access dynamic geometry and algebra software. 相似文献
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The purpose of this study was to examine the self‐concepts, locus of control, and machi‐avellianism of 169 ethnically diverse middle grade students identified as gifted. Subjects consisted of 90 African‐American (31 boys, 18 girls). Self‐concept, locus of control, and machiavellianism were assessed by Me: A Self‐Concept Scale for Gifted Children (Feldhusen &; Kolloff, 1981), the Nowicki‐Strickland Locus of Control Scale (Nowicki &; Strickland, 1973), and Mach IV Scale (Christie &; Geis, 1970) respectively. A three‐way analysis of variance (group × Gender × Grade) on subjects’ scores revealed significant group differences in self‐concept. No significant gender or grade differences were found in self‐concept. No significant group, gender, or grade differences were found in locus of control and machiavellianism. Self‐concept was significantly and positively correlated with internal locus of control and with low machiavellianism. Mean scores indicated that ethnically diverse students who are gifted had positive self‐concepts, internal locus of control, and were low machiavellians. 相似文献