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121.
The request to evaluate a nontraditional degree program sounds simple enough. But what does it mean “to evaluate the program?” This article identifies twelve major areas seeming to require evaluative attention according to the perspectives of a number of different groups of people. In addition to identifying these areas, the study suggested priorities for the areas in terms of their long-term, overall importance in a complete evaluation plan and their immediate or short-term importance in the early stages of program implementation. 相似文献
122.
Judith Bennett Lynda Dunlop Kerry J. Knox Michael J. Reiss Rebecca Torrance Jenkins 《International Journal of Science Education》2018,40(14):1755-1773
Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level. 相似文献
123.
To infer the sophistication ofepistemic thinking in a sample of undergraduatestudents, 25 participants completed afree-response task in which they were asked togive reasons for their agreement ordisagreement with a small number of beliefsabout the role of tutorials and of tutors ingaining knowledge. Responses were analysedaccording to King and Kitchener's (1994) stagesof reasoning, revealing that the justificationsoffered were either at the stages ofpre-reflective or quasi-reflective thinkingwith none exhibiting reflective thinking. Thefindings have two main pedagogicalimplications: first that good teaching beunderstood not as a set of performance skillswhich may only be opportunistically related tostudents' extant conceptualisations but as thelocus through which students confront their ownepistemic beliefs. A second implication isthat to extend students' reasoning, teachingpractices must focus explicitly on thedifficult issue of what counts as evidence. 相似文献
124.
Rebecca Ambrose 《Journal of Mathematics Teacher Education》2004,7(2):91-119
Many mathematics educators have found thatprospective elementary school teachers' beliefsinterfere with their learning of mathematics.Often teacher educators consider these beliefsto be wrong or naïve and seek to challengethem so prospective teachers will reject themfor more generative beliefs. Because of theresilience of prospective teachers' beliefs inresponse to these challenges, teacher educatorscould consider alternative ways of thinkingabout and addressing beliefs, particularly thepotential of building on rather than tearingdown pre-existing beliefs. Data from anearly-field experience linked to amathematics-for-teachers course provideevidence that when prospective teachers workintimately with children, in this case tryingto teach 10-year-olds about fractions, theexperience has the intensity from which beliefscan grow. Most of the prospective teachers inthe study were surprised that mathematicsteaching was more difficult than they hadanticipated. They began to consider theimportance of providing children time to thinkwhen solving mathematical problems. The changedescribed in the study is incremental ratherthan monumental, suggesting that building uponprospective teachers' existing beliefs will bea gradual process. 相似文献
125.
The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students’ assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g. limited/inadequate preparation; insufficient teacher knowledge/confidence; variable/limited subject leadership and non-qualified teachers delivering the curriculum). The possibility of teachers, coaches and other external specialists learning collaboratively with and from each other within a community of practice/learning is proposed as one way of strengthening the foundation subjects within the primary school curriculum. 相似文献
126.
Rebecca A. Godwin 《The Urban Review》2018,50(5):757-772
Researchers have long documented the need for increased representation of African American teachers in the United States teacher workforce. However, much of the resulting literature has been unsuccessful in eliciting change, as it does not explain why this need for increased representation persists. To address this gap, various researchers have turned to documenting the barriers which exist for African Americans at multiple stages of the process of becoming a teacher. This paper reviews, summarizes, and critiques this literature in order to document and describe the current depiction of the context of becoming a teacher for African Americans. Limitations in the literature are described based on Padilla (Handb Res Multicult Educ 2:127–145, 2004), and future steps to accommodate for and surpass the weaknesses of the current literature are provided. 相似文献
127.
Rebecca A. Clothey 《Diaspora, Indigenous, and Minority Education》2016,10(3):127-140
This article employs Yosso’s framework of ‘community cultural wealth’ to explore the ways in which educated Uyghurs, one of China’s 56 officially recognized ethnic groups, build on social networks like family and friends to improve their own social standing and contribute to the benefit of their communities. Through Yosso’s lens, ethnic minorities have their own cultural capital, which is distinct from the dominant group, and which can also be maximized to garner a successful status within society. This study undertook to discover: (a) In what ways do Uyghurs draw from their own community resources to navigate within a Mandarin Chinese-dominant education and economic system? (b) In what ways do Uyghurs support others within their own community for success? The article is based on ethnographic fieldwork collected within Xinjiang during the fall of 2013, interviews conducted with educated Uyghurs in Xinjiang and eastern China during multiple visits between the years of 2010-2013, and an analysis of interactive Uyghur language websites during the Spring of 2014. 相似文献
128.
Jennifer H. Green Rebecca E. Passarelli Mills K. Smith‐Millman Keshia Wagers Anne E. Kalomiris Madeline N. Scott 《Psychology in the schools》2019,56(1):109-125
Clinicians and training programs strive to implement evidence‐based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence‐based social–emotional learning small group curriculum, the Incredible Years Children’s Small Group Training Series (Webster‐Stratton, 2004), was implemented and evaluated in an elementary school setting. Results of the study demonstrated statistically significant decreases in problem behaviors and intensity of problem behaviors, as rated by teachers. Teachers also reported improvement in classroom behavior, emotion regulation, problem‐solving, and friendship skills, as well as a high overall level of satisfaction with the intervention itself. Discussion of the results includes a review of the strengths and limitations associated with outcome research in a naturalistic setting, suggestions to consider when adapting evidence‐based programs, and recommendations for future research. 相似文献
129.
130.
Undergraduate research and creative activities are established high-impact practices that provide students with both advanced knowledge of their academic disciplines and the ability to apply that knowledge to creatively answer questions. At the center of these experiences, is the close relationship between a student researcher and a mentor. Using survey data from 69 recent undergraduate researchers at one university, we investigated the characteristics and impact of these mentor–mentee relationships. We found that active mentoring practices were a significant influence on how competent students perceived themselves as scholars. These practices were more influential than practical aspects of mentoring. Our findings reflect the complicated nature of mentoring in higher education and identify key characteristics of successful mentoring relationships. With greater understanding of this essential component of undergraduate research, we are equipped to make more informed decisions regarding faculty and administrative support for future undergraduate research and creative activities. 相似文献