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991.
Quiet students are sometimes misunderstood in the college classroom. Students may be quiet for reasons related to personality traits, learned behaviors, or situational factors, but regardless, their silences may be misinterpreted by their instructors as a lack of engagement in their courses. In fact, quiet students are often very engaged in the learning process but may need space to express their interest in ways that are suited to their quiet tendencies. This article describes how quiet students are perceived in the classroom, reviews the reasons why quiet students often serve as a source of uncertainty for college instructors, and explains a number of strategies that instructors can use to meet the learning needs of quiet students. 相似文献
992.
Susanna Meyer Ann Veneziano‐Korzec Linda Larrivee Katrina Stacy 《Curator: The Museum Journal》2016,59(1):55-60
This article presents the results of a study evaluating a program to help museum docents improve accessibility for visitors with communication challenges (such as hearing, language and/or speech disorders). This was done by adapting docent presentations. The docents' speech patterns were evaluated before and after a training program, and showed significant improvements in the rate, duration, and use of pauses in their speech. There also was significant improvement in ensuring that view of their faces remained unobstructed—important for people with communication disorders—in order to facilitate the consistent visibility of their facial expressions and visual cues. The training was found to be effective in adjusting the docents' presentations so that the museum experience would be improved for visitors with communication challenges. 相似文献
993.
“Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research 总被引:1,自引:0,他引:1
Meilan Zhang Susan Passalacqua Mary Lundeberg Matthew J. Koehler Jan Eberhardt Joyce Parker Mark Urban-Lurain Tianyi Zhang Sunhee Paik 《Journal of Science Teacher Education》2010,21(2):161-179
In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of
a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to
investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach
was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action
research improved student learning and led to her own professional growth. We also identified important conditions in support
of action research. 相似文献
994.
The purpose of this study was to examine the effects of a shared reading experience between parent and child in the child’s
home language on the emergent literacy and language acquisition in English of preschool-age English Language Learners. Parents
of Spanish-speaking four-year-old Head Start students read storybooks in Spanish with their children concurrently with the
use of the English language version of the books in the classroom. A single subject design with multiple baselines across
subjects and settings was applied. Observed variables included changes in the frequency of utterances, the Mean Length of
Utterance-word, and the frequency of spontaneous or child-initiated utterances in various settings within the Head Start classroom.
The results indicated that there might be a relation between the shared reading experience in the home language and the child’s
second language acquisition. Additionally, there appeared to be a relation between the behaviors and the settings. Finally,
implications of this study were discussed. 相似文献
995.
Katie Silverman Seong Hong Mary Trepanier-Street 《Early Childhood Education Journal》2010,37(6):461-468
The purpose of this paper is to describe the collaborative efforts between an Early Childhood Teacher Education Program and
a Child Disability Health Care Program to incorporate a transdisciplinary model in the preparation of early childhood teachers
in inclusive practice. Recent studies suggest essential components of teacher preparation in early childhood inclusion include:
helping students construct a positive image of inclusive practice, incorporating a family-centered approach, and collaborating
and relationship building across disciplines (Campbell et al. 2003; Pretti-Frontczak et al. 2002 and Able-Boone et al. 2002). In this paper, we describe the collaboration between the University of Michigan-Dearborn Early Childhood Teacher Education
Program and Oakwood Health Care Center for Exceptional Families to co-teach and mentor early childhood pre-service teachers
as they create a family-centered event for children with disabilities and their typically developing peers in a natural environment.
Researchers analyze student reflection papers about the family-centered event for evidence of new learning about child disability
and inclusive practice. The reflections demonstrate the power of the students’ active role in creating and implementing family-centered
activities in a collaborative context. Other key reflective components include rewards and challenges in creating inclusive
contexts, integral role of families in supporting child relationships in natural settings, and collaboration and teaming. 相似文献
996.
Evaluating the evaluator: A case study illustrating three critical mistakes no evaluator should make
Mary L. Lanigan 《Performance Improvement》2010,49(10):39-45
Most employees do not like to be evaluated because they fear the process and people involved. Although optimal performance evaluators can minimize people's anxieties about being assessed, actual performance evaluators can perpetuate employees' fears and, worse, lower their job performances and morale. A case study illustrates the actions of an actual performance evaluator and highlights the process he carries out and the report he writes. A debrief follows to show how to correct the mistakes he makes. 相似文献
997.
Doherty ME 《The Journal of perinatal education》2010,19(4):41-51
The purpose of this study was to describe the lived experience of midwifery clients throughout the life span. A qualitative study using a phenomenological approach was employed. In-depth interviews were conducted with a purposive sample of 12 midwifery clients. The research question was: What has been your experience with midwifery care? Interviews were audio-recorded and transcribed verbatim. Data saturation was achieved and analysis procedures from Colaizzi were used. Five themes emerged from the data: 1) decision to seek midwifery care; 2) working together in a therapeutic alliance; 3) formulating a birth plan; 4) childbirth education; and 5) nurse-midwives as primary health-care providers throughout the life span. There is much to learn from listening to the voices of midwifery clients. 相似文献
998.
999.
Pat Marsteller Lisette de Pillis Ann Findley Karl Joplin John Pelesko Karen Nelson Katerina Thompson David Usher Joseph Watkins 《CBE life sciences education》2010,9(3):165-171
In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings. 相似文献
1000.
Marbach-Ad G McAdams KC Benson S Briken V Cathcart L Chase M El-Sayed NM Frauwirth K Fredericksen B Joseph SW Lee V McIver KS Mosser D Quimby BB Shields P Song W Stein DC Stewart R Thompson KV Smith AC 《CBE life sciences education》2010,9(4):408-416
This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in nine linked undergraduate microbiology courses. To support evidence-based curriculum reform, we administered our HPI Concept Inventory as a pre- and postsurvey to approximately 400 students each year since 2006. The resulting data include student scores as well as their open-ended explanations for distractor choices. The data have enabled us to address curriculum reform goals of 1) reconciling student learning with our expectations, 2) correlating student learning with background variables, 3) understanding student learning across institutions, 4) measuring the effect of teaching techniques on student learning, and 5) demonstrating how our courses collectively form a learning progression. The analysis of the concept inventory data has anchored and deepened the team's discussions of student learning. Reading and discussing students' responses revealed the gap between our understanding and the students' understanding. We provide evidence to support the concept inventory as a tool for assessing student understanding of HPI concepts and faculty development. 相似文献