Further validation of the Systematic Screening for Behavior Disorders in middle and junior high school

The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self‐rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small to moderate correlations were also found between SSBD Stage Two scores and ASEBA and SSRS scores, including several from the parent and student forms. © 2009 Wiley Periodicals, Inc.     

From Genes to Proteins to Behavior: A Laboratory Project That Enhances Student Understanding in Cell and Molecular Biology

In the laboratory, students can actively explore concepts and experience the nature of scientific research. We have devised a 5-wk laboratory project in our introductory college biology course whose aim was to improve understanding in five major concepts that are central to basic cellular, molecular biology, and genetics while teaching molecular biology techniques. The project was focused on the production of adenine in Saccharomyces cerevisiae and investigated the nature of mutant red colonies of this yeast. Students created red mutants from a wild-type strain, amplified the two genes capable of giving rise to the red phenotype, and then analyzed the nucleotide sequences. A quiz assessing student understanding in the five areas was given at the start and the end of the course. Analysis of the quiz showed significant improvement in each of the areas. These areas were taught in the laboratory and the classroom; therefore, students were surveyed to determine whether the laboratory played a role in their improved understanding of the five areas. Student survey data demonstrated that the laboratory did have an important role in their learning of the concepts. This project simulated steps in a research project and could be adapted for an advanced course in genetics.     

我们时代的教育

教育是当今世界的一个主要问题。尽管许多问题最先是从西方国家表现出来的,不过现在几乎已是人类普遍的问题:为什么孩子去倾听如此困难,--特别是男孩们?为什么许多孩子被赶出学校?为什么青少年自杀和吸毒率如此之高?是什么导致了学校暴力?我们能对上述问题一言蔽之:教育是否与我们时代的真正需求相匹配?比起以前,我们更需要发现一种新的与自     

What university teachers teach and how they teach it

In this article we make three related arguments. The first isthat different teachers have different intentions concerning whatstudents will learn and consequently in their teaching they constitutethe topic or subject to be taught quite differently. The second is thata teacher's intentions concerning what it is that students should learnis closely aligned with a teacher's expectation of how students learnand how they can be helped to learn through teaching. The third is thatwhen teachers focus specifically on the teaching of a particular topic,within a specific context, there is a close relationship between theirintentions and their teaching practice. In this article we explore thesearguments through an empirical study which considers the different waysin which 26 university teachers intended to constitute a subject ortopic for their students to study, how they then taught the subject andsubsequently how consistent were their intentions and their practice.The analysis shows that when the context of teaching and learning istightly defined there is a clear relationship between a teacher'sintention and their practice. In particular, university teachers whoadopt more conceptual change and student-focussed approaches to teachingconstitute objects of study which are more relational and focus on thestudent's knowledge. Approaches which are more information transmissionand teacher-focussed constitute objects of study which are moremulti-structural and have a focus on knowledge which is as constitutedas being external to the student.     

Race-related service and faculty of color: Conceptualizing critical agency in academe

Based on a qualitative study of sixteen faculty of color at aprivate research university, this article argues that service,though significantly presenting obstacles to the promotion andretention of faculty of color, actually may set the stage fora critical agency that resists and redefines academic structuresthat hinder faculty success. The construct of `service,' therefore,presents the opportunity for theorizing the interplay of humanagency and social structures. The article suggests that facultymay seek to redefine oppressive structures through service, thus,exercising an agency that emerges from the very structures thatconstrain it. Faculty of color, in particular, may engage inservice to promote the success of racial minorities in the academyand elsewhere. Thus, service, especially that which seeks tofurther social justice, contributes to the redefinition of theacademy and society at large.