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61.
Lisa A. Mazzei 《British Educational Research Journal》2011,37(4):657-669
In my work with white teachers, predominantly female, I assert that ‘desire’ is functioning to produce silent discourses that serve to perpetuate a continuation of white privilege. Based on a qualitative research study exploring the nature of silences in teacher education classrooms, this paper seeks to explore how desire is functioning to produce such silences and how they can be productively understood. Using the concept of desire as presented by Deleuze, this paper engages a notion of desire that is not spawned from lack but a desire that is generative and seeking, resulting in the production of privilege, power and voice. 相似文献
62.
Lisa M. PytlikZillig Christy A. Horn Roger Bruning Stephanie Bell Xiongyi Liu Kamau O. Siwatu Mary C. Bodvarsson Doyoung Kim Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312
Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed. 相似文献
63.
Grisham W Schottler NA McCauley LM Pham AP Ruiz ML Fong MC Cui X 《CBE life sciences education》2011,10(2):222-230
Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong. 相似文献
64.
Haubert LM Way D DePhilip R Tam M Bishop J Jones K Moffatt-Bruce SD 《Anatomical sciences education》2011,4(4):182-189
Despite extensive experience teaching residents, surgeons are an untapped resource for educating medical students. We hypothesized that by involving surgeons as teachers earlier in the medical school curriculum, medical students' interest in surgery will increase and their opinions of surgeons will improve. Five programs designed to involve surgeons as educators in the medical school curriculum were implemented. The first program, started in 2008, introduced surgical faculty into the first-year medical student anatomy dissection laboratories. Other programs initiated in 2008 included: Surgical Clinical Correlates in Anatomy, which involved faculty teaching through cadaver surgery; Clinical Pathologic Conferences in Anatomy, a surgeon-led conference based on clinical cases; and a women's faculty-student mentorship program. Table Rounds, a surgeon-led anatomy review that used clinical scenarios to quiz students was begun in 2009. All five programs were successfully integrated into the medical school curriculum. While student opinion of surgeons as educators improved, there were no significant changes in student interest in surgery as a career nor change in performance on written examinations over the Anatomy content covered by the surgeons. Surgical faculty and trainees can be integrated into the medical school curriculum. Involving surgeons as educators earlier in the medical school curriculum may have longer term effects than could be observed in this study. At a minimum, the experience improved student opinion of surgeons as educators. 相似文献
65.
Lisa Growette Bostaph Patrick Brady Andrew Giacomazzi 《Journal of Criminal Justice Education》2014,25(4):468-485
Theoretical explanations, systemic response, and policy work on offenders and specific crime types are the backbone of criminal justice curricula in the United States. However, a similar breadth and depth of education on crime victims appear to be lacking in traditional criminal justice curricula, despite voluminous research on victims of crime. In this exploratory study, the authors conducted a content analysis of 679 programs from the Academy of Criminal Justice (ACJS) website directory. Departmental and course-level variables were included in the analysis. Results indicate that while more than half of the programs have faculty with expressed interests in victimization, only 11% of programs studied required coursework on crime victims and/or victimization. Implications of the results are discussed. 相似文献
66.
Lisa Incantalupo David F. Treagust Rekha Koul 《Journal of Science Education and Technology》2014,23(1):98-107
The use of technology in schools is now ubiquitous, but the effectiveness on the learning environment has mixed results. This paper describes the development and validation of an instrument to measure students’ attitudes toward and knowledge of technology with the aim of investigating any differences based on gender after a course where the science department made use of technology as an integral part of teaching biology. In this study, conducted in one school in the state of New York, in the United States of America, the Students’ Attitudes Toward and Knowledge of Technology Questionnaire was administered to nearly 700 high school science students. A principal component and principal factor analysis resulted in new scales from the validation of the instrument that demonstrated high reliabilities. There were statistically significant gender differences in all the scales of the questionnaire in favor of males. 相似文献
67.
Tsveti Markova Lisa Dillon Pierre Morris Khalid Zakaria Giancarlo Zuliani 《Performance Improvement》2014,53(10):13-21
Although there are challenges in delivering a quality improvement initiative at academic medical centers, the potential benefits to resident physicians‐in‐training, hospitals, and patients are significant. This article describes the effects of an institution‐wide effort. Resident physicians‐in‐training from four medical specialty programs partnered with hospital staff while working on team quality‐improvement projects. We tracked clinical outcomes and used validated assessments. The results showed improvements in learning and organizational culture. 相似文献
68.
Lisa Colarossi Ellen Johnson Silver Randa Dean Amanda Perez Angelic Rivera 《American journal of sexuality education》2014,9(2):155-175
The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children. 相似文献
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