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41.
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Andrea Drewes Joseph Henderson Chrystalla Mouza 《International Journal of Science Education》2018,40(1):67-89
Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology, we focused analytic attention on how one teacher made particular pedagogical and content decisions, and the implications for student’s conceptual learning. Using anthropological theories of conceptual travel, we traced salient ideas through instructional delivery and into student reasoning. Analysis showed that students gained an increased understanding of the enhanced greenhouse effect and the implications of human activity on this enhanced effect at statistically significant levels and with moderate effect sizes. However, students demonstrated a limited, though non-significant gain on the likely effects of climate change. Student reasoning on the tangible actions to deal with these problems also remained underdeveloped, reflecting omissions in both PD and teacher enactment. We discuss implications for the emerging field of climate change education. 相似文献
43.
Garry Henderson 《Research in Science Education》1992,22(1):188-193
This paper describes a study involving second and third year primary Diploma of Teaching students. It considers their discipline
competence, their confidence in teaching particular topic areas and their views of the nature of science teaching in the classes
in which they were placed during teaching rounds. It then describes attempts made within the science curriculum course to
overcome particular problems.
Specializations: Science teacher education, the practicum. 相似文献
44.
Michael Henderson Tracii Ryan Michael Phillips 《Assessment & Evaluation in Higher Education》2019,44(8):1237-1252
AbstractAssessment feedback is one of the most important components of the learning process. However, student and educator dissatisfaction with feedback practices continues to remain a significant problem in higher education. To better understand the barriers to effective feedback, the present study explores feedback challenges identified by 3807 students and 281 educators from two Australian universities. Open-response data were analysed using an inductively derived coding framework and thematic analysis. The findings reveal three major themes relating to the challenges of feedback from the perspective of students and educators: feedback practices, contextual constraints and individual capacity. In addition to confirming the persistence of many previously reported challenges in the literature, this paper also offers insights into challenges that are particular to feedback, especially relating to the production of useful comments and the perceived hurdles of both student and educator attitudes and capabilities. The findings also highlight the constrained nature of educators’ work, particularly in relation to time. While further research is needed, we propose that feedback needs to be understood as an interaction between practices, context and individuals. 相似文献
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Richard Henderson 《Higher Education in Europe》2002,27(3):249-252
The University of the Incarnate Word of San Antonio, Texas, is making an effort to enroll international students from China, Taiwan, and South America into its "Organizational Leadership Doctoral Programme". In undertaking this task, the University is also assuming some responsibility for the future ethical behaviour of the leaders it trains and launches. But how should teachers go about developing the cultural and linguistic sensitivity that they will need to participate in the training of international students? The University polled its doctoral students to derive some ideas on this subject. The questions and the answers elicited are described. 相似文献
47.
Susan Edwards Andrea Nolan Michael Henderson Helen Skouteris Ana Mantilla Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335
AbstractAdvancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children. 相似文献
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Jennifer Esposito Taneisha Lee Kelly Limes-Taylor Henderson Amber Mason Anthony Outler Justina Rodriguez Jackson 《Educational Studies A Journal of the American Educational Studies Association》2017,53(2):155-177
In this article, a group of nontraditional and/or doctoral students of color and our advisor discuss how the advisor-advisee mentoring relationship has positively affected our experiences within academia. The mentoring relationship, cultivated within a group mentoring model, was integral to our acclimation of the hidden culture of our doctoral programs. We elaborate on the history and mentoring model of the group of which we are a part, and follow with a review of the literature on mentoring practices and a discussion of methodology. Finally, through autoethnographic vignettes, each author discusses his/her experience as a non-traditional and/or student of color and how our relationship with the group has provided us with the logistical, emotional, and psychological support needed to progress in and complete our programs. 相似文献
50.
Paulette A. Henderson 《About Campus》2009,14(4):8-15
The needs of ESL students do not end after the first year. Paulette Henderson describes one community college's approach to supporting ESL students throughout their academic career. 相似文献