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101.
Joan I. Heller Kirsten R. Daehler Nicole Wong Mayumi Shinohara Luke W. Miratrix 《科学教学研究杂志》2012,49(3):333-362
To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012 相似文献
102.
David C. DeAndrea Nicole B. EllisonRobert LaRose Charles SteinfieldAndrew Fiore 《The Internet and Higher Education》2012,15(1):15-23
A considerable body of research indicates that social support plays an integral role in determining students' successful adjustment to college. Unlike previous research that has evaluated face-to-face support interventions that occur during students' first semester at college, the current study reports on a student-centered social media site designed to enhance students' perceptions of social support prior to their arrival on campus. Results indicated that site usage increased students' perceptions that they would have a diverse social support network during their first semester at college, even when controlling for other potent predictors. The importance of social support perceptions for college adjustment is detailed and the ramifications of the social media intervention are discussed. 相似文献
103.
Nicole Harlaar Maciej Trzaskowski Philip S. Dale Robert Plomin 《Child development》2014,85(3):1190-1205
The genetic effects on individual differences in reading development were examined using genome‐wide complex trait analysis (GCTA) in a twin sample. In unrelated individuals (one twin per pair, n = 2,942), the GCTA‐based heritability of reading fluency was ~20%–29% at ages 7 and 12. GCTA bivariate results showed that the phenotypic stability of reading fluency from 7 to 12 years (r = 0.69) is largely driven by genetic stability (genetic r = 0.69). Genetic effects on print exposure at age 12 were moderate (~26%) and correlated with those influencing reading fluency at 12 (genetic r = 0.89), indicative of a gene–environment correlation. These findings were largely consistent with quantitative genetic twin analyses that used both twins in each pair (n = 1,066–1,409). 相似文献
104.
Learning about letters is an important component of emergent literacy. We explored the possibility that parent speech provides information about letters, and also that children’s speech reflects their own letter knowledge. By studying conversations transcribed in CHILDES (MacWhinney, 2000) between parents and children aged one to five, we found that alphabetic order influenced use of individual letters and letter sequences. The frequency of letters in children’s books influenced parent utterances throughout the age range studied, but children’s utterances only after age two. Conversations emphasized some literacy-relevant features of letters, such as their shapes and association with words, but not letters’ sounds. Describing these patterns and how they change over the preschool years offers important insight into the home literacy environment. 相似文献
105.
Sean M. Horan Matthew M. Martin Nicole Smith Meghan Schoo Mary Eidsness Angela Johnson 《Communication Studies》2013,64(1):66-81
In an effort to expand on prior cultivation research involving narrative processing (Bilandzic &; Busselle, 2008), this study examined the interrelationships between viewing amount and the transportation process. Results showed that transportation mediated the relationship between genre-specific television viewing and perceived realism, while overall television viewing directly predicted reduced counterarguing. In addition, structural equation modeling was employed to test a combined cultivation-transportation model leading to changes in viewer excessive drinking perceptions. Findings indicated that genre-specific television viewing indirectly influenced beliefs through increased transportation. Conversely, a significant, direct path was found between overall viewing and excessive drinking beliefs, supporting the original cultivation perspective. 相似文献
106.
Nicole C. Eva 《Journal of Business & Finance Librarianship》2013,18(1):38-48
This article investigates the importance of journal titles in the area of Management and Economics at the University of Lethbridge in southern Alberta, Canada. Not wanting to rely solely on usage data, the author undertook a citation analysis to see which journals were most frequently published in by the university's authors. The results showed that usage data does not tell the whole story when it comes to a journal's importance to an institution. The analysis also illuminated publishers providing journals which were most frequently used. 相似文献
107.
Nicole Pasini 《图书馆管理杂志》2013,53(6):605-616
AbstractThis essay profiles The Big Lift, a multi-agency initiative to improve third-grade reading proficiency in San Mateo County, California. The Big Lift is an example of collective impact, in which organizations from different sectors unite around a common agenda to solve a social challenge. This kind of initiative goes beyond collaboration, requiring its own infrastructure, dedicated staff, ongoing communication and shared measurements of success. Library participation is critical to the success of community and literacy-focused collective impact projects like The Big Lift. 相似文献
108.
MCN‐L, an email listserv administered by the Museum Computer Network, is open to anyone interested in discussing information technology in museums and other cultural heritage organizations. To determine how MCN‐L meets the needs of museum information professionals, this study presents an analysis of more than 6,000 emails sent to the listserv over a seven‐year period (2004–2011). The results of this analysis indicate that MCN‐L adds value to the online community of museum information professionals by providing an online communication channel focused on professional outreach and expert support, backed up by specific examples drawn from personal experiences. MCN‐L's emphasis on personal expertise is a key characteristic that speaks to the listserv's lasting value to the museum community and has implications for researchers and practitioners as they consider the future of computer‐mediated communication for all museum professionals. 相似文献
109.
Janette R. Hill Denise P. Domizi Nicole D. Collier 《The American journal of distance education》2013,27(2):91-104
Abstract Distance education, particularly online education, is becoming a standard experience in formal learning environments, particularly at the postsecondary level. As more faculty and students have expectations that distance education is a part of the learning experience, we need to build a deeper understanding of how to design effective environments to enhance and extend the learning process. Further, we need to explore how to best facilitate learning in these contexts. This bibliographic essay explores the literature related to design and teaching in distance education as presented in the third section of Moore's (2007a) Handbook of Distance Education (Table 1 provides an overview of all the chapters in the Design and Teaching section of the Handbook). 相似文献
110.
Nicole Hulin Lydie Mousselin Université Pierre Marie Curie 《International Journal of Science Education》2013,35(3):323-326
The ongoing reform in science education in many countries, including Israel, has attainment of scientific literacy for all as one of its main goals. In this context, it is important to provide teachers with the opportunity to construct meaning for the term science literacy and by doing so to obtain a clear understanding of the new teaching goals. Here we report on a study in which teachers, as part of their professional development, were involved in defining the term ‘chemical literacy’; they discussed the need for it, and suggested educational experiences that are necessary in order to attain it. The programme was conducted as part of a reform in the content, as well as in the pedagogy, of chemistry education in Israel. The collected data provide some insights regarding the process by which the teachers’ perception of ‘chemical literacy’ developed and the way actual school practice influences teachers’ perception of ‘chemical literacy’. 相似文献