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101.
Over the years parents, professionals, and politicians have come together to advocate on behalf of children’s rights. Advocacy
can occur individually, collectively, or a combination of both. Although some advocacy efforts are more successful than others,
it is the process of the advocacy and voices behind it that matter most. In this guest editorial, the history of two major
advocacy organizations and ideas for becoming an advocate are discussed. 相似文献
102.
Building upon a methodologically diverse research foundation, we adapted and validated the Learning Progression-based Assessment of Modern Genetics (LPA-MG) for college students’ knowledge of the domain. Toward collecting valid learning progression-based measures in a college majors context, we redeveloped and content validated a majority of a previous version of the LPA-MG which was developed for high school students. Using a Rasch model calibrated on 316 students from 2 sections of majors introductory biology, we demonstrate the validity of this version and describe how college students’ ideas of modern genetics are likely to change as the students progress from low to high understanding. We then utilize these findings to build theory around the connections college students at different levels of understanding make within and across the many ideas within the domain. 相似文献
103.
In 2015, the Cataloging and Metadata Services department of Rice University's Fondren Library developed a process to reconcile four years of authority headings against an internally developed thesaurus. With a goal of immediate cleanup as well as an ongoing maintenance procedure, staff developed a “hack” of OpenRefine's normal Reconciliation function that ultimately yielded 99.6% authority reconciliation and a stable process for monthly data verification. 相似文献
104.
Snyder J Schrepferman L McEachern A Barner S Johnson K Provines J 《Child development》2008,79(2):252-268
The prospective relationships of conduct problems and peer coercion and deviancy training during kindergarten (mean age = 5.3 years) to overt and covert conduct problems in third-fourth grade were examined in a sample of 267 boys and girls. Coercion and deviancy training were distinct peer processes. Both were associated with earlier child conduct problems but were differentially associated with child impulsivity, verbal ability, anxiety, peer rejection, and deviant peer affiliation. Coercion by peers predicted overt conduct problems and peer deviancy training and the interaction of deviancy training and coercion predicted covert conduct problems in third-fourth grade. Peer deviancy training occurs in early childhood and may serve as an independent risk mechanism in addition to peer coercion for early-onset, persisting conduct problems. 相似文献
105.
We used data from the 2012 administration of the Faculty Survey of Student Engagement to measure faculty perceptions of senior leaders’ (e.g., deans, provosts, presidents) support for innovation in teaching. Specifically, this study explored what faculty characteristics predict faculty perceptions of leaders’ support for innovation in teaching and how those perceptions relate to several teaching practices (e.g., active classroom practice). The goal for this study was to gain additional insight into how faculty members approach teaching. The implications of these findings are presented along with some considerations for future research. 相似文献
106.
AbstractBlack male teachers are consistently positioned in teacher recruitment and teacher education discourse as the potential solution to a myriad of social and educational problems. However, the expectations of Black male performance are at times predicated on limiting and oppressive assumptions. In this qualitative study, the authors use the Black feminist tenet, heteropatriarchy, to examine the life histories of two Black male teacher candidates and one Black male teacher in order to convey the problematic relationship among racial and gendered stereotypes, professional identities, and classroom experiences. Our findings suggest that the expectations Black male educators perceive others to hold of them do not leave space for diverse expressions of racial, gendered, and sexual identities. We conclude by offering recommendations toward identifying and challenging themes of heteropatriarchy within the social, cultural, and professional expectations communicated to Black male teacher candidates and teachers. 相似文献
107.
Aligning goals, assessments, and activities: an approach to teaching PCR and gel electrophoresis 下载免费PDF全文
Polymerase chain reaction (PCR) and gel electrophoresis have become common techniques used in undergraduate molecular and cell biology labs. Although students enjoy learning these techniques, they often cannot fully comprehend and analyze the outcomes of their experiments because of a disconnect between concepts taught in lecture and experiments done in lab. Here we report the development and implementation of novel exercises that integrate the biological concepts of DNA structure and replication with the techniques of PCR and gel electrophoresis. Learning goals were defined based on concepts taught throughout the cell biology lab course and learning objectives specific to the PCR and gel electrophoresis lab. Exercises developed to promote critical thinking and target the underlying concepts of PCR, primer design, gel analysis, and troubleshooting were incorporated into an existing lab unit based on the detection of genetically modified organisms. Evaluative assessments for each exercise were aligned with the learning goals and used to measure student learning achievements. Our analysis found that the exercises were effective in enhancing student understanding of these concepts as shown by student performance across all learning goals. The new materials were particularly helpful in acquiring relevant knowledge, fostering critical-thinking skills, and uncovering prevalent misconceptions. 相似文献
108.
High-impact practices (HIPs) are important co-curricular educational experiences in post-secondary education, as they promote learning, development, and persistence among students. The goal of this study was to extend the research on HIPs to explore potential connections with HIP participation and career outcomes. Using data from the National Survey of Student Engagement, this study explores whether HIP participation influences college seniors’ post-graduation plans for career and further education and whether HIP participation has a positive impact on early job attainment for these students. Results suggest that even after controlling for a variety of demographic and institutional factors, HIP participation is a significant predictor of future career plans and early job attainment. HIP participation can give students a career-related advantage through transferable skill development, engaging in learning opportunities, and generating “stories” for potential employers. 相似文献
109.
Jose M. Castillo Amanda L. March Sim Yin Tan Kevin M. Stockslager Amber Brundage Mollie Mccullough Sujay Sabnis 《Psychology in the schools》2016,53(9):893-910
Widespread adoption of Response to Intervention (RtI) requires large numbers of educators to develop the knowledge and skills necessary to implement the model with fidelity. This study examined relationships between large‐scale professional development on RtI and educators’ perceived skills. Elementary educators (n = 4,283) from 34 pilot and 27 comparison schools in a southeastern state participated. Leadership teams composed of subsets of educators from pilot schools who were responsible for leading RtI implementation participated in 13 days of training across a 3‐year period. Additionally, job‐embedded coaching was provided to pilot school instructional educators. Results from multilevel models indicated that leadership team membership related to increases in educators’ perceptions of RtI skills applied to academics (π = .05; SE = .02; t[6,726] = 2.60; p < .05) and of data display skills (π = .07; SE = .03; t[6,678] = 2.45, p < .05). Educator participation at pilot schools that received job‐embedded coaching related to increases in perceptions of RtI skills applied to academics (β = .07; SE = .02; t[6,726] = 2.77, p < .05). Implications for future research on RtI implementation and the practice of providing large‐scale professional development focused on RtI are discussed. 相似文献
110.
Wijekumar Kay Graham Steve Harris Karen R. Lei Pui-Wa Barkel Ashley Aitken Angelique Ray Amber Houston Julia 《Reading and writing》2019,32(6):1431-1457
Reading and Writing - A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge,... 相似文献