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811.
Miriam Raider-Roth Amy Rector-Aranda Tammy Kaiser Liron Lipinsky Alison Weikel Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208
ABSTRACTIn this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation. 相似文献
812.
Sara S. Lee Director 《Journal of Jewish Education》2013,79(3-4):11-14
There is an ancient Chinese saying: “May you live in interesting times.” While some would classify this as a blessing, others would perceive it as a curse. The topic for this morning's discussion arises from a comparable state of ambiguity in regard to Jewish education, for these are certainly the most interesting times for us. Some voices are heard decrying the sorry state of Jewish education in North America and projecting a weakening of Jewish life because of the failures of Jewish education. Others are pointing to the extraordinary potential of Jewish education in the service of Jewish continuity, if we are willing to think about Jewish education in new ways. For those of us who tend the vineyards of Jewish education and maintain the institutions which have served Jewish education, we see great opportunity and serious challenges to existing assumptions in these interesting times. It is in this context that I share some observations about the implications for the future of central agencies of Jewish education. 相似文献
813.
AbstractNumerous organizations work to provide humanitarian aid to undocumented migrants along the US-Mexico border—from running shelters in Mexico to placing water on migratory trails. Resistance to information-sharing between organizations (and to the public), especially through technologically mediated means, is common. However, some organizers and volunteers work across organizational boundaries and share information informally. Information secrecy is often justified by concerns that law enforcement authorities or anti-immigration activists might gain access to information, allowing them to harm, detain or remove migrants, or interfere with humanitarian work. The choices made about the collection and (non)disclosure of information are manifestations of what we call “liminal” information practices: such behaviors are unique to humanitarian volunteers working in the gray, ethical area between law enforcement and humanitarian values and action, and they are guided by the information politics at play within this context. 相似文献
814.
Multi-university collaborations draw on diverse resources and expertise, but they impose coordination costs for bridging institutional differences and geographic distance. We report a study of the coordination activities and project outcomes of 491 research collaborations funded by the US National Science Foundation. Coordination activities, especially division of responsibility for tasks and knowledge transfer among investigators, predicted project outcomes (e.g., producing new knowledge, creating new tools, and training students). However, more universities involved in a collaboration predicted fewer coordination activities and fewer project outcomes. A statistical mediation analysis showed that insufficient coordination explained the negative relationship between multi-university collaboration and project outcomes. 相似文献
815.
816.
Planting-Bergloo Sara Orlander A. A. Jakobson B. 《Cultural Studies of Science Education》2022,17(2):541-556
Cultural Studies of Science Education - In this study we examine upper secondary students’ notions of contraceptive methods, as human reproduction and contraception are common content in... 相似文献
817.
Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick''s Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs. 相似文献
818.
Jennifer Loertscher David Green Jennifer E. Lewis Sara Lin Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528
Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed. 相似文献
819.
Temple A. Walkowiak Robert Q. Berry J. Patrick Meyer Sara E. Rimm-Kaufman Erin R. Ottmar 《Educational Studies in Mathematics》2014,85(1):109-128
The purpose of this study is to introduce a measure of standards-based mathematics teaching practices, the Mathematics Scan (M-Scan), and to examine its validity and score reliability. First, we define standards-based mathematics teaching practices based on eight dimensions that have emerged in recent conceptualizations by researchers and in the context of existing observational measures. Second, we present three sources of validity evidence: content review by experts, analysis of response processes of coders, and convergent and discriminant patterns with existing observational measures. Third, we provide evidence of inter-coder (or inter-rater) reliability through analyses of variance components and calculation of reliability coefficients, using the framework of generalizability theory. Results show the M-Scan holds promise as a useful tool in mathematics education research, measuring indicators of standards-based teaching practices unique to the subject of mathematics. 相似文献
820.
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social–emotional functioning. Teachers rated children's classroom social–emotional functioning in four areas (i.e., approaches to learning, self‐control, interpersonal skills, and externalizing behaviors). Mothers completed self‐report questionnaires assessing their home‐based parenting practices (i.e., warmth and home learning stimulation). Hierarchical regression analyses revealed that mothers who engaged in more frequent home learning stimulation (e.g., shared book reading) had children with more positive teacher ratings of approaches to learning, self‐control, interpersonal skills, and fewer externalizing behaviors. Notably, demographic characteristics also contributed to children's social–emotional functioning. Specifically, African American girls from more affluent, two‐parent homes with highly educated mothers had the most positive ratings of classroom social–emotional functioning across all four dimensions. 相似文献