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21.
The following project aimed at promoting integrated and long-lasting learning is described for an Immunology course, but it may be adapted to other disciplines. Students were asked to develop and carry out a research project to examine the relationship between immune function and stress. The experiments were required to include the assessment of salivary cortisol and salivary IgA (sIgA) with enzyme immunoassays. All other aspects of the experiments were developed by student groups with appropriate guidance from the instructor. Data are presented for one group project that assessed the effect of music on cortisol and sIgA. Overall levels of sIgA and cortisol were consistent with reported values. Students found a significant decrease in cortisol over time. Additionally, there was a trend that supported the overall student hypothesis regarding the effect of stress and immune function. Compared with the same Immunology course that included an instructor-designed experiment using enzyme immunoassays for cortisol and sIgA, several assessments (e.g., final grades and comments on student evaluations) show that overall learning seemed to be much better in the course with the student-directed research project. 相似文献
22.
Sharon Crasnow 《Science & Education》2008,17(10):1089-1110
Feminist philosophy of science has been criticized on several counts. On the one hand, it is claimed that it results in relativism
of the worst sort since the political commitment to feminism is prima facie incompatible with scientific objectivity. On the other hand, when critics acknowledge that there may be some value in work
that feminists have done, they comment that there is nothing particularly feminist about their accounts. I argue that both criticisms can be addressed through a better understanding of the current work in
feminist epistemology. I offer an examination of standpoint theory as an illustration. Harding and Wylie have suggested ways
in which the objectivity question can be addressed. These two accounts together with a third approach, ‘model-based objectivity’,
indicate there is a clear sense in which we can understand how a standpoint theory both contributes to a better understanding
of scientific knowledge and can provide a feminist epistemology.
相似文献
Sharon CrasnowEmail: |
23.
Video has assumed an increasingly prominent role in teacher education, particularly in the form of the viewing of videotaped
class lessons by preservice teachers. Yet there is little research that confirms whether preservice teachers attend to the
aspects of the video(s) that teacher educators anticipate or desire. This article explores this issue and reports on the impact
of video viewing as a means to improve teachers’ ability to be observers of classroom practice. We utilized a pre- and post-test
design to measure the quantity and type of classroom events that preservice mathematics teachers noticed before and after
a teaching methods course where improving observation skills was an explicit goal. The results of the pre-assessment suggest
that preservice teachers generally do not enter teaching methods courses with well-developed observation skills. The post-assessment
indicates that the course led to significant increases in preservice teachers’ observation skills, particularly in teachers’
ability to notice features of the classroom environment, mathematical content of a lesson, and teacher and student communication
during a lesson.
相似文献
Jon R. StarEmail: |
24.
Kathryn L. Combs Sharon K. Gibson Jane Saly John T. Wendt 《Assessment & Evaluation in Higher Education》2008,33(1):87-102
Typical university‐wide course evaluations do not provide instructors with sufficient information on the effectiveness of their courses. This article describes a course assessment and enhancement model where student feedback can be used to improve courses and/or programs. The model employs an assessment tool that measures student perceptions of importance and their current competence in course‐specific learning objectives both pre‐ and post‐course. Information gained from this assessment enables course improvement over time and also allows for modification in delivery and/or content of the current course. This model is intended to augment traditional course evaluation mechanisms based on specific and actionable feedback on learning objectives. 相似文献
25.
Lessons for Preschool Language Socialization from the Vantage Point of the First Day of Kindergarten
Sharon E. Rosenkoetter 《Early education and development》2001,12(3):325-342
All 12 kindergarten classrooms from a small town/rural Midwestern county were observed for the full session on the first day of school to determine teachers' language and classroom practices. Data collection included completion of a classroom checklist by the investigator and running accounts of classroom events with verbatim notes of teacher language. The findings from this study provide evidence of demands for entering kindergartners to process complex language, organize themselves and their materials, and comply with many new rules and procedures. Based on these data, the author and participating teachers present recommendations for preschool teachers, kindergarten teachers, and researchers. The findings provide convergent validity for previous surveys of teacher expectations for children at kindergarten entry. They can be used by preschool personnel to plan preschool language experiences to assist young children's transition to kindergarten. The method of classroom observation employed here can also help local personnel in varied communities to shape a more seamless system of experiences for the early years. 相似文献
26.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
27.
Sharon Eisner Gillett 《The Information Society》2000,16(2):147-149
The current universal service policies for the Internet focus almost entirely on physical connectivity. This emphasis is misplaced because the Internet is an overlay network that rides piggyback on the existing telecommunications infrastructure. The focus instead should be on Internet services and the end-user equipment and training needed to access them. 相似文献
28.
29.
Sharon Rae Jenkins Aimee Belanger Melissa Londoño Connally Adriel Boals Kelly M. Durón 《Journal of College Counseling》2013,16(2):129-142
First‐generation undergraduate students face challenging cross‐socioeconomic cultural transitions into college life. The authors compared first‐ and non‐first‐generation undergraduate students’ social support, posttraumatic stress, depression symptoms, and life satisfaction. First‐generation participants reported less social support from family and friends, more single‐event traumatic stress, less life satisfaction, and marginally more depression symptomatology than non‐first‐generation participants, but significant generation–gender interactions showed first‐generation women doing worse and first‐generation men doing better than others. 相似文献
30.