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41.
Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts. 相似文献
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The authors examined whether self‐efficacy mediated the relationship between generational status and 2 academic outcome indicators of 192 college students. A mediation effect was not found with either academic performance or college adjustment. However, high self‐efficacy at the beginning of the year predicted better college adjustment at the end of the 1st year. For college students in general, high self‐efficacy was related to better college adjustment. Recommendations for counselors are discussed. 相似文献
45.
Explicit instruction of the nature of science (NOS) may be problematic if the NOS is portrayed as either a solely a cognitive
or discursive endeavor, overlooking other aspects of epistemology, such as aesthetic ways of knowing. Here the aesthetic stance
refers to individual’s responses during reading as they create links between the text and their own lives, prompting personal
and emotional connections. From an aesthetic orientation, exploring historical nonfiction science texts via literature circles
allows alternative possibilities for participants to create personal connections to the NOS. This article presents practical
techniques and theoretical rationales for teaching the NOS using literature circles and concluding thoughts regarding narrative
pedagogy and research possibilities associated with this instructional approach in elementary science teacher education. 相似文献
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Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated
to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as
an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively
to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as
dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement
in the formation a PPS and implications for enhancing teacher education programs.
Specializations: professional practice school development, teacher research, primary science education
Specializations: environmental science, primary science education. 相似文献
48.
This article explores the nature of a federal intervention into teacher education through state policy making and problem framing. The authors examined the 16 comprehensive educator equity plans that were approved by the U.S. Department of Education in 2015 and surface four inadequacies the reports communicate about teacher education: (a) an inability to recruit diverse candidates, (b) an unsuitable curriculum for high-needs schools, (c) limited exposure to diverse teaching placements, and (d) an environment that lacks accountability. Through this project, this article covers how federal educational aims are delegated to states in order to frame economics as the goal of education and teacher education as negligent in this pursuit. 相似文献
49.
The underrepresentation of women in science is an extensively studied yet persistent concern of our society. Researchers have identified numerous educational and social factors thought to be responsible for this underrepresentation (Kahle, 1990a; Kelly, 1987). One of the dominant explanations, used by many researchers for years to discuss gender differences in science and mathematics achievement as well as interest, has been the differences in the cognitive abilities of men and women. This explanation, however, has been discarded in recent years (Linn & Hyde, 1989; Linn 1990). On the basis of their meta-analyses of various studies. Linn and Hyde (1989) concluded that gender differences in cognitive skills have declined and those that remain are largely explained by experiential differences. Women may not have different cognitive abilities, but they may have a different way of learning rooted in their role in society. The epistemic differences between men and women stemming from their standpoint in life can help us understand their differential interaction with the nature of science, and hence their participation in the field. In the following section, we will briefly discuss the feminist critique of science and extend the implication to science education. 相似文献