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61.
Calls for accountability focus attention on assessment of student learning. Authentic assessment involves evaluating student learning as students perform real world tasks. We present a four-stage conceptual framework for authentic assessment. We argue first that evaluation is a process rather than a static one-time event. Second, authentic assessment involves evaluating experiential learning. Third, multiple evaluators assess student work, including self-assessment or review by a public audience. Finally, authentic assessments offer more learner choice. Wikis, as user-friendly web spaces that support easy web authoring for individuals or for collaborative groups, provide a platform for both student learning and authentic assessment. 相似文献
62.
Jill Holm-Denoma April Smith Matthew Waesche 《Research quarterly for exercise and sport》2013,84(3):420-425
Abstract This investigation was conducted in order to determine if there were differences in the degree to which accuracy in throwing with the nonpreferred hand was developed when practice with projectiles of varying weights was used during the learning period. The effects of transfer of learning from the throwing of a ball of one weight to performance with a ball of another weight was also studied. The result indicated that practice with a light ball was as effective as practice with a heavier ball in developing skill to throw a heavier ball. Practice with the heavier ball when transferred to the lighter ball did not demonstrate a corresponding effect. 相似文献
63.
Ruth E. Neal Lauren F. Ajamie Karen D. Harmon Carissa D. Kellerby April J. Schweikhard 《Medical reference services quarterly》2013,32(4):405-413
In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student. 相似文献
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A dearth of published literature about graphic design in libraries reveals that little attention has been focused on librarians' visual communication abilities and the impact of print and Web publications on users' interaction with library services and collections. This case study examines one approach to improving the quality of graphic design in libraries. Through a combination of social media and accessible cloud-based storage, Librarian Design Share, a crowdsourced archive of library-related visual materials, highlights exemplars of visual communication in libraries and makes designs freely available for adaptation under a creative commons license. 相似文献
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April Chiung-Tao Shen 《Child abuse & neglect》2009,33(3):148-160
ObjectivesThis study investigated the joint long-term impact of witnessing interparental violence and experiencing child physical maltreatment on young adults’ trauma symptoms and behavior problems. It also explored Chinese traditional beliefs as a possible contributor to young adults’ trauma and behavior.MethodsThis study used self-reporting measures to collect data from a national proportionate stratified sample of 1,924 college students in Taiwan. The sample was divided into four groups: no violence; interparental violence only; child physical maltreatment only and dual violence, to compare the combined effect of dual violence on long-term outcome with the no violence group and the one type of violence group.ResultsThe results indicated a significant association of interparental violence and child physical maltreatment, and 11.3% of participants reported witnessing partner violence between parents and experiencing physical maltreatment during childhood. Participants experiencing dual violence reported more trauma symptoms and behavior problems than did those experiencing only one form of violence or none at all. Exposure to both interparental violence and child physical maltreatment during childhood is a significant predictor of young adults’ trauma symptoms and behavior problems, after controlling for other potentially confounding risk factors. Cultural factors also play a significant role in predicting young adults’ trauma symptoms and internalizing behavior problems, after accounting for control variables and violence-related variables. Moreover, cultural factors interact significantly with dual violence experiences in predicting young adults’ externalizing behavior problems.ConclusionsThis study extended Western co-occurrence study findings with large Taiwanese community samples. The results demonstrated that dual violence experiences during childhood have long-term detrimental impact on young adults’ trauma symptoms and behavior problems. Cultural beliefs and their interaction with dual violence experiences play a significant role in young adults’ trauma symptoms and behavior problems as well.Practice implicationsThe present findings underscore the need for interventions for young adults exposed to childhood dual violence. Moreover, the findings highlight the need for culturally sensitive interventions to address the cultural factor impact on young adults’ trauma symptoms and behavior problems. 相似文献
69.
Accessing resources for identity development by urban students and teachers: foregrounding context 总被引:1,自引:0,他引:1
April Lynn Luehmann 《Cultural Studies of Science Education》2009,4(1):51-66
Many attempt to address the documented achievement gap between urban and suburban students by offering special programs to
enrich urban students’ academic experiences and proficiencies. Such was the case in the study described by DeGennaro and Brown
in which urban students participated in an after-school technology course intended to address the “digital divide” by giving
these youth supported experiences as technology users. However, also like the initial situation described in this study, instructional
design that does not capitalize on what we know about urban education or informal learning contexts can actually further damage
urban youths’ identities as learners by positioning them as powerless and passive recipients instead of meaningful contributors
to their own learning. The analysis presented in this forum is intended to further the conversation begun by DeGennaro and
Brown by explicitly complexifying our consideration of context (activity structures and setting) so as to support the development
of contexts that afford rich learning potential for both the urban students and their learning facilitators, positioned in
the role of teachers. Carefully constructed contexts can afford participants as learners (urban students and teachers) opportunities to access rich identity resources (not typically available in traditional school contexts) including,
but not limited to, the opportunity to exercise agency that allows participants to reorganize their learning context and enacted
culture as needed.
相似文献
April Lynn LuehmannEmail: |
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70.
Science teachers struggle with meeting curricular goals outlined by professional organizations within the constraints of traditional
school. Engaging science learners as a community who collaboratively and creatively co-construct scientific understanding
through inquiry requires teachers to adopt new tools as well as a different mindset about the kind of classroom culture they
need to nurture. Classroom blogs (i.e., blogs that are managed by a teacher for his/her students to post their work and exchange
ideas) have been purported in the literature as offering unique opportunities to achieve this goal, although with little empirical
support thus far. To fill this gap, nine classroom blogs were selected through an extensive search, and systematically analyzed
to determine how the teachers’ instructional designs and classrooms’ enactment were able to capitalize on the specific affordances
blogging may offer to support reform-based learning goals. The shift in teacher mindset needed to realize blogging affordances
occurred as teachers engaged with students in the process of ‘living’ the classroom blog. 相似文献