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Jason R. Sattizahn Daniel J. Lyons Carly Kontra Susan M. Fischer Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
115.
What happens when the only staff member who knows how to do a particular task is no longer available? Using NASIG’s Core Competencies for Electronic Resources Librarians, the Electronic Resources and Serials Department of Auburn University set out to tackle the problem of the indispensable staff person, and discovered that expertise is never fully achieved, and competence is always a work in progress. 相似文献
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Ryan Litsey Susan Hidalgo Kaley Daniel Julie Barnett Amy Kim Shannon Jones 《Journal Of Access Services》2015,12(1-2):31-41
The academic library, given its often privileged position on campus, is the information source that can include directional as well as general campus facts among the myriad of print and e-resources for reference. Also, an academic library's audiences can be quite varied and include prospective students or parents seeking more general knowledge of the building and the campus. Many times this need for information drives patrons to the library service desks. Sometimes, especially during the high-demand seasons of new student orientation and beginning of the fall semesters, the desk is so busy that many patrons will leave because they don't have the time to wait. To address this immediate need for information, Texas Tech University Libraries developed an interactive kiosk to provide general information for frequently asked questions in a more efficient, creative, and interactive way. The kiosk provides a fun method of satisfying a patron's information needs without the requirement of a staff member or the need to wait in line for help. The kiosk is available as long as the Library is open and provides a variety of useful answers to general questions, as well as facts about the Library. 相似文献
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Evaluating effectiveness of small group information literacy instruction for Undergraduate Medical Education students using a pre‐ and post‐survey study design 下载免费PDF全文
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Understanding how the arts can enhance learning has long been discussed and debated among educators, students, parents, artists, art historians, and philosophers. Many anecdotal examples reference the value and benefits of the arts in a range of fields and learning domains. Emerging methodologies in the brain sciences have added new perspectives and research‐based approaches to better understand the role the arts might play in learning. Psychologists, cognitive scientists, and now neuroscientists are approaching this topic by exploring memory, sensory systems, and other biological measures. The interdisciplinary and potentially interdependence of these fields to work together to identify the neurological mechanisms involved in the arts may offer educators, parents, and child care providers with important information about how we learning takes place. By bringing together uncommon and divergent thinking from a wide range of disciplines, there is an opportunity to change the way we teach, parent, and serve children using the arts to help enhance learning. This issue of Mind, Brain, and Education celebrates the range of approaches that are emerging to shed light and insight in this field. 相似文献
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Bret G. Range Susan Scherz Carleton R. Holt Suzanne Young 《Educational Assessment, Evaluation and Accountability》2011,23(3):243-265
The intent of this study was to assess the perceptions and actions of Wyoming principals concerning their role in supervising
and evaluating teachers. A survey was sent to all 286 principals in the state of Wyoming, of which, 143 returned surveys,
a response rate of 50%. Findings suggested that principals utilized supervisory behaviors more often than evaluative behaviors.
Elementary principals perceived their evaluative practices as significantly more prevalent than secondary principals. Furthermore,
principals indicated that their greatest frustrations in supervising teachers were time, the evaluation instrument, and teachers’
unwillingness to change. Additionally, findings suggested that Wyoming principals utilized classroom walkthroughs because
they provided a snapshot of teaching and provided a medium for providing feedback. In regards to developmental supervision,
principals indicated that novice teachers received much more supervision than veteran teachers. However, their reported use
of differentiated supervision only applied to teacher autonomy concerning professional development goals. Principals reported
that teachers had little input concerning the methods by which they were supervised. Finally, a majority of the Wyoming principals
felt that improvement plans were effective at changing mediocre teaching behaviors, but 40% were speculative that such plans
truly remediated poor teachers. 相似文献
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Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world. 相似文献