Undergraduate students' ability to revise text effectively: relationships with topic knowledge and working memory     

Anne-Marie Adams  Fiona Simmons  Catherine Willis  Ralph Pawling 《Journal of Research in Reading》2010,33(1):54-76

In order to communicate understanding, students are often required to produce texts which present an explicit, coherent argument. This study examined the extent to which individual differences in undergraduates' topic knowledge and working memory skills were related to their ability to revise texts to better fulfil these goals. Forty-seven students revised texts containing three types of error: language, structure and argument. Topic knowledge was indexed by multiple choice test performance. Verbal short-term and working memory were measured using forward and backward digit recall and reading span. Rates of identification, diagnosis and correction of errors were generally poor. Contrary to expectations neither topic knowledge nor verbal working memory was associated with text revision although significant associations were identified with verbal short-term memory. When revising texts students may focus on the surface features of the text rather than addressing issues of structure and argument. Possible accounts of this tendency are considered.  相似文献   

Pedagogy for Equity: Teaching in a Hispanic-Serving Institution     

Anne-Marie Nu?ez  Elizabeth Murakami Ramalho  Kimberley K. Cuero 《Innovative Higher Education》2010,35(3):177-190

Three female tenure-track faculty members at a Hispanic-Serving Institution explored how their cultural backgrounds inform their pedagogical approaches toward equity. They drew upon Mills’s (1959) and Collins’s (1993) frameworks to examine how their personal biographies, local social contexts, and broader systemic institutions affect their teaching processes for diverse students. These teaching processes include limiting assumptions about students, encouraging students to consider their own personal biographies in relation to the social world, welcoming students’ multiple modes of expression, serving as role models, and challenging inequities in schooling. They conclude with recommendations for enhancing inclusivity in student learning and faculty development.  相似文献   

Where is the Research on Community College Students?     

Gloria Crisp  Vincent D. Carales  Anne-Marie Núñez 《Community College Journal of Research & Practice》2016,40(9):767-778

An understanding of where community college scholarship is published can be beneficial to practitioners seeking to identify and use scholarly evidence to support policies and programs that promote student success. Such an understanding will also benefit aspiring and new scholars seeking to identify community college scholarship. Unfortunately, there has been little effort to document journal characteristics of scholarship focused on community college students. The present study identified, reviewed, and described community college student scholarship published in P–20 education journals between 1990 and 2014. The study also examined trends over time in journals publishing articles focused on community college students. We found a sizable increase in scholarly work published in education journals since 1990—in particular within the past several years. Importantly, results also revealed an underrepresentation of empirical work focused on community college students published in P–20 education, top-tier, and open access journals. A discussion of implications for practice and recommendations for future research was also provided.  相似文献   

Stages of collaboration and the realities of professional learning communities     

Anne-Marie Dooner  David MandzukRodney A. Clifton 《Teaching and Teacher Education》2008

Although professional learning communities are often promoted as unique learning opportunities, little is known about how they get started and how they are sustained. For this reason, group members are often unprepared, and then frustrated, by inevitable group tensions. With this in mind, Karl Weick's [(1979). The social psychology of organizing. Reading, MA: Addison-Wesley] model of means convergence was used to analyze the social dynamics of a small group of Middle Years teachers over a 2-year period as they implemented Egan's [(1992). Imagination in teaching and learning: The middle school years. Chicago, IL: The University of Chicago Press; (1997). The educated mind: How cognitive tools shape our understanding. Chicago, IL: The University of Chicago Press] theory of Imagination and Learning to their practice. Along with the analysis of journal entries, focus-group discussions, and individual interviews, Weick's (1979) four developmental stages of collaboration provide a broader understanding of why conflict occurs in learning communities and its effect on collaborative learning.  相似文献   

Using a Virtual Agency to Teach Research     

Raymond Sanchez Mayers  Laura Curran  Fontaine H. Fulghum 《Journal of Teaching in Social Work》2019,39(4-5):477-488

ABSTRACT

Use of instructional technology in social work has grown rapidly in recent years. Despite this increase, there is limited empirical investigation of its impact. In this paper we describe the use of a virtual agency for the teaching of research methods and program evaluation at a school of social work. Evaluation of the virtual agency showed that students in general were satisfied with its use and that higher satisfaction led to higher satisfaction with the overall course. The authors also discuss some of the strengths and weaknesses of using a virtual agency for teaching research and program evaluation.  相似文献   

“Without Contraries is no Progression”: Dust as an All-Inclusive, Multifunctional Metaphor in Philip Pullman's “His Dark Materials”     

Anne-Marie Bird 《Children‘s Literature in Education》2001,32(2):111-123

Drawing on John Milton's Paradise Lost and on motifs found within Gnostic mythology and the poetry of William Blake, this article explores Philip Pullman's reworking of the Judeo-Christian myth of the Fall. At the centre of this investigation is Dust: a conventional metaphor for human physicality inspired by God's judgment on humanity. This article suggests that Dust is re-presented in the trilogy in a more positive manner through the development of Milton's metaphor of the dark materials into a substance in which good and evil, and spirit and matter—conceptual opposites that form the basis of religious dualism—coexist.  相似文献   

Testing an individual systems model of response evaluation and decision (RED) and antisocial behavior across adolescence     

Fontaine RG  Yang C  Dodge KA  Bates JE  Pettit GS 《Child development》2008,79(2):462-475

This study examined the bidirectional development of aggressive response evaluation and decision (RED) and antisocial behavior across five time points in adolescence. Participants (n = 522) were asked to imagine themselves behaving aggressively while viewing videotaped ambiguous provocations and answered a set of RED questions following each aggressive retaliation (administered at Grades 8 and 11 [13 and 16 years, respectively]). Self- and mother reports of antisocial behavior were collected at Grades 7, 9/10, and 12 (12, 14/15, and 17 years, respectively). Using structural equation modeling, the study found a partial mediating effect at each hypothesized mediational path despite high stability of antisocial behavior across adolescence. Findings are consistent with an individual systems perspective by which adolescents' antisocial conduct influences how they evaluate aggressive interpersonal behaviors, which affects their future antisocial conduct.  相似文献   

The development of self-regulation skills through the modeling and structuring of computer programming     

Anne-Marie Armstrong 《Educational technology research and development : ETR & D》1989,37(2):69-76

The development and enhancement of self-regulation, learning to learn, and adaptive problem solving are predicated on the ability to access and engage one's metacognitive skills. In this study, 3rd, 5th, and 8th grade students were given a series of increasingly more complex tasks which they had to perform themselves and then teach the computer to perform. The computer became the receiver of the students' inputs and strategies and served as a model and structure on which to gain access to their own personal problem solving strategies. Students analyzed, criticized, adapted, and changed those strategies as needed. Proficiency increased and strategies were more easily adopted and adapted to other tasks and problems. Completion of tasks increased significantly and nonproductive steps (errors) and number of trials (redos) decreased. There were no differences by sex except in the types of errors made. Evidence of self-regulation development was also shown in the types of questioning used by students.  相似文献   

Sexuality in the Science Classroom: One teacher's methods in a college biology course     

Anne-Marie Scholer 《Sex education》2013,13(1):75-86

One concern when teaching a college biology course is how to deal with sex and sexuality. The 'safe' answer is to reduce the topics to anatomy and hormone cycles. However, 'safe' does not meet the needs of students who are or will be sexually active; nor does it adequately serve those who plan to work in athletic training or the health sciences. This article discusses the author's goals for sexuality education within the science classroom: (1) to create a safe and inclusive environment; (2) to fully teach the anatomy and physiology of the reproductive systems; (3) to help the students develop critical thinking skills; and (4) to help the students become aware of how issues of sexuality relate to their chosen fields. The article goes on to discuss the author's experience of teaching sexuality education within a science classroom.  相似文献   

Step by Step through the Scholarly Conversation: A Collaborative Library/Writing Faculty Project to Embed Information Literacy and Promote Critical Thinking in First Year Composition at Oregon State University     

Anne-Marie Deitering  Sara Jameson 《College & Undergraduate Libraries》2013,20(1-2):57-79

ABSTRACT

At Oregon State University, writing instructors and librarians collaboratively teach research writing and information literacy in first year composition courses. A four-week unit focuses on the connections between critical thinking, writing and learning, and information literacy. This article describes the process of developing, implementing, and refining this collaborative curriculum. By using assignments and texts that model a recursive critical research and writing process for students, librarians and writing instructors help students think more deeply and critically about their topics.  相似文献