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1.
Lynne A. Munson 《Academic Questions》1991,4(3):64-67
Lynne A. Munson graduated from Northwestern University in June 1990, where she was editor of theNorthwestern Review. 相似文献
2.
While a vast literature exists on students and their learning, work on lecturers and their teaching continues to lag some
way behind. This paper explores the notion that the complexity of Higher Education (HE) today significantly impacts upon what
goes on in the classroom through a two-tiered study. Semi-structured interviews were conducted to explore lecturers’ perceptions
and experiences of teaching a specific module. Interviewees raised issues pertaining to the wider departmental, institutional
and socio-political context. Consequently, focus groups were run with key people in the University to explore their perceptions
of teaching and learning within the current HE climate. The findings suggest that lecturers perceive numerous external factors
to impinge upon their teaching and attempt to militate against these in various ways in order to achieve ongoing enhancement
of learning for students.
相似文献
Susan J. LeaEmail: |
3.
Lynne Cherry 《Journal of Science Education and Technology》2011,20(2):208-213
Lynne Cherry Brandwein Lecture March 2010 National Science Teachers Association (NSTA) Conference, Philadelphia, PA. Young
Voices on Climate Change: Inspired and Empowered Youth Tackle Climate Science and Find Climate Solutions. As a child, Lynne
Cherry was profoundly connected to the natural world and a special place. She watched the destruction of her world. Now, through
her Young Voices on Climate Change project, she is trying to give teachers and young people the tools to prevent planetary
meltdown on a greater scale. Global climate change is upon us and the need for education and action is immediate. Outreach,
visual storytelling, and scientific understanding are especially necessary in light of the recent polls that show that the
public is becoming more confused and less concerned about climate change. Cherry’s climate book, co-authored with photojournalist
Gary Braasch, and her Young Voices on Climate Change films feature climate solutions. They’re about win–win—save the environment,
protect human health, reduce global warming gases, demonstrate youth making a difference with practical tools, motivate engagement
in climate science, take pride in increased science literacy, reach young people through their hearts as well as their minds,
and save money. Although young people can help their parents, peers and communities understand climate science, they can also
show them that reducing CO2 is in their economic interest, and spur them to take action. School carbon reduction initiatives are spilling over into communities
yielding measurable results in both global warming gas reductions and significant monetary savings. 相似文献
4.
There is ongoing debate about children's ability to use subsequently acquired language to describe preverbal experiences. This issue was addressed experimentally in this investigation using a novel paradigm. Two-year-old children who lacked color words were individually taught to activate a bubble machine by selecting a particular color of bubble solution. The children then participated in weekly, experimenter-provided activities that fostered their acquisition of the color labels. After 2 months, their ability to apply the newly acquired words in reporting the original event was assessed. A significant proportion of the children demonstrated verbal recall when prompted in the presence of physical reminders of the event. These findings indicate that some early, preverbal memories are translated into words at a later time. 相似文献
5.
Grace Chisamya Joan DeJaeghere Nancy Kendall Marufa Aziz Khan 《International Journal of Educational Development》2012
The paper explores the effects of rapid increases in gender parity in primary schooling in Bangladesh and Malawi on gender inequities in schools and communities. Based on an analysis of comparative case studies of marginalized communities, we argue that educational initiatives focused on achieving gender parity provide limited evidence that girls’ educational experiences modeled significantly different gender norms than in communities, or that by being educated, girls experienced a transformation of the inequitable gender relations they faced in society. The data illustrate persistent gender discrimination related to educational attainment and learning, and gender-based violence in schools. These patterns of gendered discrimination and violence largely mirrored those that girls and boys experienced in their homes and communities, raising important questions about the transformational capacity of current gender parity and schooling models. 相似文献
6.
L. Earle Reybold S. David Brazer Lynne Schrum Kirsten W. Corda 《Innovative Higher Education》2012,37(3):227-242
Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships—all of which affect
professional identity and advancement. This study presents a sampling of how early career women faculty members learn about
and negotiate their participation on dissertation committees. Research questions focused on participants’ concerns about the
social and political aspects of participation viz à viz peer relationships and faculty rewards. We analyzed interview data
using both holistic and constant comparative methods, resulting in a working model of active participation across three domains:
knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the
early career. 相似文献
7.
Bobby Hoffman Matthew T. McCrudden Gregory Schraw Kendall Hartley 《Asia Pacific Education Review》2008,9(4):464-474
This study investigated the influence of informational complexity and working memory capacity on problem-solving efficiency.
We examined two predictions of thesituational efficiency hypothesis, which states that the efficiency of problem solving varies as a function of situational constraints. One prediction is that
informational complexity affects problem-solving efficiency. A second prediction is that working memory capacity affects problem-solving
efficiency. Students completed a working memory task and solved abstract and concrete syllogisms. Participants solved abstract
syllogisms more accurately than concrete syllogisms and spent more time solving abstract syllogisms. Thus participants demonstrated
greater problem-solving efficiency when solving concrete syllogisms. Results indicate that there is a trade-off between problem-solving
accuracy and problem-solving time when information differs with respect to informational complexity, a phenomenon we refer
to as theefficiency paradox. Working memory capacity did not affect accuracy or efficiency. The results support the conclusion that problem-solving efficiency
is situational and a function of the complexity of information. Educational implications and directions for future research
are suggested. 相似文献
8.
Sherrie Lynne Lyons 《Science & Education》2010,19(4-5):445-459
Thomas Huxley more than anyone else was responsible for disseminating Darwin’s theory in the western world and maintained that investigating the history of life should be regarded as a purely scientific question free of theological speculation. The content and rhetorical strategy of Huxley’s defense of evolution is analyzed. Huxley argued that the classification of humans should be determined independent of any theories of origination of species. Besides providing evidence that demonstrated the close relationship between apes and humans, he also argued that a pithecoid ancestry in no way degraded humankind. In his broader defense of evolution he drew on his agnosticism to define what science could and could not explain. Theology made empirical claims and needed to be subject to the same standards of evidence as scientific claims. He maintained that even most scientific objections to evolution were religiously based. The objections to the theory fundamentally remain the same as in the nineteenth century and much can be learned from Huxley to develop effective strategies for educating the public about evolution. Huxley’s own scientific articles as well as his popular writings provide numerous examples that could be harnessed not only for the teaching of evolution, but also for understanding science as a process. 相似文献
9.
ABSTRACTUnlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K–12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs. 相似文献
10.
Mary Anne Ullery Antonio Gonzalez Lynne Katz 《International Journal of Disability, Development & Education》2016,63(4):403-418
This study explores the long-term impact on participation in the Linda Ray Intervention Program (LRIP) for children (n = 54) who were developmentally delayed and prenatally exposed to cocaine. By identifying a group of programme graduates from a high crime/high poverty neighbourhood in Miami-Dade County using ArcGIS 10.2 software, a quasi-experimental design was used to compare children living in this area who participated in the centre-based modality (5 h a day; 5 days a week) to children living in this area who participated in the home-based modality (3 h per week) on their Florida Comprehensive Assessment Test (FCAT) reading and math scale scores in public school. The children who participated in the centre-based modality reported stronger outcomes in both math and reading FCAT scale scores at the p < .05 level and also out-performed their school-age peers on both math and reading FCAT scores at the p < .05 level. 相似文献