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151.
Beckett Gulbahar H. Hemmings Annette Maltbie Catherine Wright Kathy Sherman Melissa Sersion Brian 《Journal of Science Education and Technology》2016,25(6):995-1007
Journal of Science Education and Technology - This paper focuses on the notable heightening of underrepresented students’ engagement in STEM education through project-based learning CincySTEM... 相似文献
152.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
153.
154.
Melissa Twance 《Environmental Education Research》2019,25(9):1319-1333
AbstractIndigenous peoples have long called for education that supports self-determination, counters colonial practices, and values our cultural identity and pride as Indigenous peoples. In recent years, Land education has emerged as a form of decolonial praxis that necessarily privileges Indigenous ontologies and epistemologies and engages in critiques of settler-colonialism. Informed by this theoretical framework and using Indigenous storywork methodology, this study focused on the perspectives of six Anishinaabe Elders on mazinaabikiniganan (commonly known as pictographs) at Agawa Rock, now part of Lake Superior Provincial Park in Ontario, Canada. Revealing ways of knowing and being that are intimately connected to Land and place, the pedagogical potential of mazinaabikiniganan as a form of Land education is discussed. 相似文献
155.
Melissa Chiavaroli 《Public Library Quarterly》2019,38(2):124-146
In the digital age, the Dewey Decimal System is pushing library users toward easier information finding aides such as Google. If the profession does not find a way to maximize the collections and the library as third place, patrons will never embrace the newer technologies and services available through their local public library. This paper explores a possible free replacement to Dewey and discusses the benefit of making the stacks more accessible for moving the profession into the 21st century. 相似文献
156.
Providing effective feedback through teacher evaluation is a complex task for the school leader. Many authors state that teacher evaluation does not contribute to teachers’ professional learning. Few studies focus on the specific leadership variables that contribute to effective teacher evaluation. This study explores the importance of transformational and instructional leadership for the feedback utility and teachers’ professional learning. The results of regression and path analyses showed that leadership directly influences the feedback utility and indirectly influences teachers’ professional learning. This study demonstrates the importance of school leadership for effective teacher evaluation and highlights its usefulness for teachers’ professional learning. 相似文献
157.
158.
Melissa E. Libertus 《Mind, Brain, and Education》2015,9(2):112-120
Research has shown that educated children and adults have access to two ways of representing numerical information: an approximate number system (ANS) that is present from birth and allows for quick approximations of numbers of objects encountered in one's environment, and an exact number system (ENS) that is acquired through experience and instruction, that requires an understanding of language and symbols, and that is at the core of school math abilities. While these two systems are distinct, individual differences in the acuity of the ANS predict later math abilities and advancing the ENS leads to increases in the acuity of the ANS suggesting a reciprocal connection between the two systems. Recently, the focus of the field has turned toward elucidating the mechanisms that underlie this connection, but more work is also needed to understand the sources of individual differences in the ANS and ENS in the first place. 相似文献
159.
Saba Khan Vlach Laura Taylor Melissa Mosley Wetzel 《Pedagogies: An International Journal》2019,14(1):62-77
Many teacher education programs provide teachers with opportunities to read, write, and discuss critical pedagogy, with the hope that such work will allow them to develop more equitable and just teaching practices. Yet, there often remains a gap between the theoretical discussions of teaching and learning in teacher education classrooms and the pedagogical practice in those teachers’ K-12 classrooms. In this study, we examine how one teacher, Gabriela, used narratives to make connections between her third-grade classroom and the critical concepts she was exploring in a teacher education course. Embedded within an ethnographic case study of an inservice teacher education program, we used a discourse analytic approach to examine both the sociocultural knowledge and the identities Gabriela constructed through narrative as she engaged with issues of language, race, and power within the course. We consider some of the affordances of narrative in this space, including how it allowed Gabriela to integrate her understandings of multiple course topics, to position herself in multiple ways as a teacher, and to disrupt her existing understandings of race and racism in the classroom. This analysis suggests that critically oriented teacher education programs might more intentionally make space for narrative to connect critical theory and pedagogical practice. 相似文献
160.
Melissa A. Dyehouse Heidi A. Diefes-Dux Deborah E. Bennett P. K. Imbrie 《Journal of Science Education and Technology》2008,17(5):500-510
There are many educational interventions being implemented to address workforce issues in the field of nanotechnology. However,
there is no instrument to assess the impact of these interventions on student awareness of, exposure to, and motivation for
nanotechnology. To address this need, the Nanotechnology Awareness Instrument was conceptualized. This paper is a progress report of the instrument development process. Version 1 of the instrument was
administered to 335 first-year students majoring in food and agriculture fields in a pre–post fashion relative to a brief
exposure to nanotechnology in the classroom. Following item analysis of Version 1 responses, a revision of the instrument
was completed. Version 2 was administered to 1,426 first-year engineering students for the purpose of conducting item and
factor analyses. Results indicate that the Nanotechnology Awareness Instrument shows potential to provide valid information about student awareness of, exposure to, and motivation for nanotechnology.
The instrument is not a valid measure of nano-knowledge and this subscale was dropped from the final version of the instrument.
Implications include the use of the instrument to evaluate programs, interventions, or courses that attempt to increase student
awareness of nanotechnology. Further study is necessary to determine how the Nanotechnology Awareness Instrument functions as a pre–post measure. 相似文献