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Edgerly Hallie S. Kruse Jerrid W. Wilcox Jesse L. 《Research in Science Education》2022,52(5):1467-1480
Research in Science Education - Many nature of science (NOS) studies have demonstrated that teachers can improve their understandings of NOS with explicit and reflective instruction; however, the... 相似文献
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Hallie Preskill 《Curator: The Museum Journal》2011,54(1):93-100
Abstract In this article, I invite readers to think outside of evaluation’s current boundaries and to see the deep connectedness between what museums hope to achieve and how we evaluate the extent to which these aspirations may be realized. To do this, I present four imperatives for making museum evaluation more relevant, credible, and useful: 1) Link program activities with intended outcomes and hoped‐for impact. 2) Take a systems‐oriented evaluation approach. 3) Use affirmative data collection approaches based on assets and strengths. 4) Engage in courageous conversations. 相似文献
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Gregory Hatchett Hallie Sylvestro Susannah Coaston 《Counselor Education & Supervision》2020,59(1):32-45
The authors examined the publication patterns of 821 counselor educators across 174 comprehensive universities for the years 2008 through 2017. Nearly half of the sample did not have any journal article publications, and the median number of publications was 1. Several institutional variables were useful for predicting article publication counts. 相似文献
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Jerrid W. Kruse Jaclyn M. Easter Hallie S. Edgerly Colin Seebach Neal Patel 《Science & Education》2017,26(6):613-636
This study explored changes in preservice teachers’ (PSTs) nature of science pedagogical (NOSP) views and nature of science (NOS) rationales using pre- and post-course written responses as well as interview data. Through systematic analysis, themes were generated and compared to the NOS literature. Comparisons between pre- and post-course data demonstrate improved and deepened NOS views, NOSP views that are more aligned with NOS literature, and a greater number of rationales for including NOS. All participants were enrolled in the “Inquiry and Natures of Science, Technology, and Engineering” (INSTE) course. However, six participants were enrolled in INSTE as their first course in which NOS and NOSP were addressed. The other six participants were enrolled in INSTE as their second course in which NOS and NOSP were addressed, with science methods as their first course in which NOS and NOSP were addressed. By comparing participants enrolled in INSTE as their first course to those enrolled in INSTE as their second course, we observed that NOS understanding seemed to develop in a first experience alongside some NOS rationales, but NOSP views lagged for participants in INSTE as their first course. Participants enrolled in INSTE as their second course developed more robust and literature-aligned NOSP views and more multifaceted NOS rationales. Therefore, this study bolsters arguments that teachers need to receive extended NOS and NOSP instruction. 相似文献
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Daniel S. Newman Cynthia E. Hazel Courtenay A. Barrett Sayani Das Chaudhuri Hallie Fetterman 《Journal of educational and psychological consultation》2018,28(2):105-136
School consultation is practiced in rapidly changing educational settings, including increasing student diversity and the implementation of a multitiered system of supports. This changing context may shift the boundaries of what it means to consult and how best to achieve change through consultation. The purpose of this study was to explore how early-career school psychologists (ECSPs) defined and implemented consultation and what barriers and facilitators influenced their perceived ability to achieve change through consultation. Triangulated quantitative and qualitative data from a national survey of 262 ECSPs indicated gaps between historical, aspirational views of consultation in school psychology and what these practitioners reported is happening in the field. Tensions in the data are explored with consideration given to implications for consultation practice in current school contexts and in the early career. 相似文献
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