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71.
Benjamin D. Plummer Brian M. Galla Amy S. Finn Sarah D. Patrick David Meketon Julia Leonard Calvin Goetz Elizabeth Fernandez‐Vina Sara Bartolino Rachel E. White Angela L. Duckworth 《Mind, Brain, and Education》2014,8(1):15-20
Schools are an important context for both basic and applied scientific research. Unlike the laboratory, however, the physical and social conditions of schools are not under the exclusive control of scientists. In this article, we liken collecting data in schools to putting on a theatrical production. We begin by describing the large cast of characters whose collaborative efforts make school‐based research possible. Next, we address the critics, including the university Institutional Review Board (IRB) and school administrators, whose feedback often improves the final study design. We then turn our attention to set building, stage directions, and rehearsals—key steps in the iterative process of refining study procedures. We end with a discussion of the day of data collection itself and activities that take place after the curtain drops. Throughout, we make recommendations based on our recent experience collecting data at several high schools. 相似文献
72.
Debra L. Linton Wiline M. Pangle Kevin H. Wyatt Karli N. Powell Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477
We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning. 相似文献
73.
Rachel Theilheimer 《Early Childhood Education Journal》1990,18(2):47-48
Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. 相似文献
74.
75.
Many scientists and coaches are interested in mechanical power produced during cycling, and use Schoberer Rad Me\technik (SRM)
bicycle power cranks to obtain this data. However, it has been expensive and difficult to calibrate SRM cranks, causing much
of the collected data to be unreliable. We present a static method, derived from first principles, for obtaining a calibration
factor for SRM cranks.
A known mass and lever arm (chainring of a known diameter) are used to apply a known torque load to the instrument in four
positions, and the output frequencies are used to calculate the calibration factor in Hz/Nm. The reproducibility of this method
is ±0.01 Hz/Nm, which is acceptable for the application of the instrument, which is measurement of mechanical power application
by cyclists at the crank.
The method is reliable, inexpensive, and easy to set up, and will allow higher confidence in data collected using SRM power
cranks. We recommend calibration of the power meter once every six months because of the measured drift of the calibration
factor over time. 相似文献
76.
Susan Goldin-Meadow Rachel I. Mayberry 《Learning disabilities research & practice》2001,16(4):222-229
Reading requires two related, but separable, capabilities: (1) familiarity with a language, and (2) understanding the mapping between that language and the printed word (Chamberlain & Mayberry, 2000; Hoover & Gough, 1990). Children who are profoundly deaf are disadvantaged on both counts. Not surprisingly, then, reading is difficult for profoundly deaf children. But some deaf children do manage to read fluently. How? Are they simply the smartest of the crop, or do they have some strategy, or circumstance, that facilitates linking the written code with language? A priori one might guess that knowing American Sign Language (ASL) would interfere with learning to read English simply because ASL does not map in any systematic way onto English. However, recent research has suggested that individuals with good signing skills are not worse, and may even be better, readers than individuals with poor signing skills (Chamberlain & Mayberry, 2000). Thus, knowing a language (even if it is not the language captured in print) appears to facilitate learning to read. Nonetheless, skill in signing does not guarantee skill in reading—reading must be taught. The next frontier for reading research in deaf education is to understand how deaf readers map their knowledge of sign language onto print, and how instruction can best be used to turn signers into readers. 相似文献
77.
Research on librarians' roles and responsibilities often takes the form of content analysis of job advertisements found in aggregators such as print journals and websites. Whether these ads help us better understand librarianship depends on how representative the source data is for each study—the line going from jobs, to job ads, then to job ad sources. Print sources dominate even in studies published after 2000. This study examines where reasonably representative job advertisements for academic libraries may be found by starting at the origin: the institutions themselves. It finds that commonly used print sources provide only a small fraction of available positions (the majority of which are those in doctoral institutions), and even the most comprehensive aggregator misses nearly half of the available positions. Taking job ad samples directly from institutions is time-consuming but provides more representative data. Smaller colleges pose a particular challenge for finding ads as few of them have openings at any one time and few of their ads appear in national aggregators. 相似文献
78.
对印第安纳州普渡大学印第安纳波利斯分校(IUPUI)图书馆非计算机区和非图书馆区域的系统观察表明,图书馆在个人和小组学习区域选择中有重要作用,图书馆是学生首选的学习场所。研究表明,图书馆座位的设置、空间使用情况包括笔记本电脑的使用需求及性别偏好等都是图书馆设计应该考虑的重要问题。 相似文献
79.
Tony Harland Rachel A. Spronken-Smith Katharine J. M. Dickinson Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106
This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline. 相似文献
80.
Rachel Gurvitch Russell L. Carson Angela Beale 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):246-262
Those in professional and academic fields generally perceive mentoring as a positive relationship that enhances the lives of protégés. Kram (1985) posits that such relationships between dyads in organisational life are an evolutionary, developmental process. The purpose of this article is to explore protégés’ perspectives on their mentoring relationships within doctoral programs. In order to lessen the insurmountable distance between writers and readers that is often associated with a traditional research study, we employ an autoethnographic approach to research writing. We share our journey after having studied the mentoring relationships within our own doctoral programs. Qualitative data collected over a two‐year period consist of journal entries, email correspondence, and phone conversations. This research offers insight into the mentor–protégé relationship and processes, and it provides implications for practice for protégés and mentors, as well as future research directions. 相似文献