Teacher Implementation and the Impact of Game-Based Science Curriculum Materials     

Christopher D. Wilson  Frieda Reichsman  Karen Mutch-Jones  April Gardner  Lisa Marchi  Susan Kowalski  Trudi Lord  Chad Dorsey 《Journal of Science Education and Technology》2018,27(4):285-305

Research-based digital games hold great potential to be effective tools in supporting next-generation science learning. However, as with all instructional materials, teachers significantly influence their implementation and contribute to their effectiveness. To more fully understand the contributions and challenges of teacher implementation of digital games, we studied the replacement of existing high school biology genetics lessons over a 3- to 6-week period with Geniverse, an immersive, game-like learning environment designed to be used in classrooms. The Geniverse materials infuse virtual experimentation in genetics with a narrative of a quest to heal a genetic disease; incorporate the topics of meiosis and protein synthesis with inheritance; and include the science practices of explanation and argumentation. The research design involved a quasi-experiment with 48 high school teachers and about 2000 students, student science content knowledge and argumentation outcome measures, and analysis using hierarchical linear modeling. Results indicate that when Geniverse was implemented as the designers intended, student learning of genetics content was significantly greater than in the comparison, business-as-usual group. However, a wide range of levels of Geniverse implementation resulted in no significant difference between the groups as a whole. Students’ abilities to engage in scientific explanation and argumentation were greater in the Geniverse group, but these differences were not statistically significant. Observation, survey, and interview data indicate a range of barriers to implementation and teacher instructional decisions that may have influenced student outcomes. Implications for the role of the teacher in the implementation of game-based instructional materials are discussed.  相似文献   

Trajectories of Violent Behavior Among Females and Males          下载免费PDF全文

Elizabeth Cauffman  Adam Fine  April G. Thomas  Kathryn C. Monahan 《Child development》2017,88(1):41-54

Both the psychological and criminological fields have long hypothesized the mechanisms that influence desistance from violent offending, but few studies have focused on violent females. This study identifies patterns of violent behavior across 7 years among 172 females and 172 matched males ages 15–24, testing if heterogeneity in violent offending is linked to (a) developmental change in impulse control and (b) attainment of adult milestones. Fewer females persist in violence (25%) than males (46%); 19% of males increase in violent behavior. Females who develop impulse control and are employed are more likely to desist from violence. Violent offending is unrelated to other adult milestones. Developmental increases in impulse control may trigger desistance, while employment may maintain desistance from violence.  相似文献   

Children's participation in foster care hearings     

Weisz V  Wingrove T  Beal SJ  Faith-Slaker A 《Child abuse & neglect》2011,35(4):267-272

Purpose

Empirical research regarding potential risks and benefits of children's participation in the legal system generally, and in the child dependency legal system in particular, is sparse and mostly characterized by small studies without comparison groups. The current study was designed to address the following questions regarding children's participation in dependency court hearings: (1) Is attending court harmful to children? (2) Is attending court beneficial to children? (3) Is judicial behavior with the child in the courtroom related to potential harms or benefits? and (4) Are there age differences in children's reactions?

Method

The authors measured children's reactions to attending dependency review hearings (n = 43) and compared them to a sample of children who did not attend their hearings (n = 50). One to 2 weeks following review hearings, both groups of children were interviewed about their reactions to the court process.

Results

Children who attended their hearings reported more positive feelings about the dependency process (e.g., trust in judge, perceived fairness, and more comfort with their guardians ad litem and caseworkers). For children who attended, there was no evidence of high distress immediately preceding or following their hearings. Court observations revealed that more active engagement by judges was related to positive responses from the children. Most children, including both children who attended hearings and those who did not, believed that all children should be able to attend their hearings.

Conclusion

Overall, the findings suggest that policies encouraging children's attendance at dependency hearings are viewed positively by and not harmful to children.  相似文献   

瓶子魔鬼的问题     

April 《广东第二课堂》2007,(1):46-49

利波和皮波在海边堆沙子玩.一阵海浪扑过来,把一个奇怪的瓶子冲到沙滩上.利波好奇地打开瓶子,突然一股蓝色的烟雾从瓶子里面冒了出来.烟雾在空中聚成一个人形:苹果一样大的双眼,香肠一样厚厚的嘴唇,天空一样蓝蓝的皮肤.它看起来十分可笑.它大声说道:"我就是传说中最最厉害的瓶子魔鬼了.谢谢你们把我放了出来.只要你们能回答我提出的问题,我可以满足你们的任何愿望."  相似文献   

The Impact of Library Tutorials on the Information Literacy Skills of Occupational Therapy and Physical Therapy Students in an Evidence-Based Practice Course: A Rubric Assessment     

April J. Schweikhard  Toni Hoberecht  Alyssa Peterson  Ken Randall 《Medical reference services quarterly》2018,37(1):43-59

This study measures how online library instructional tutorials implemented into an evidence-based practice course have impacted the information literacy skills of occupational and physical therapy graduate students. Through a rubric assessment of final course papers, this study compares differences in students’ search strategies and cited sources pre- and post-implementation of the tutorials. The population includes 180 randomly selected graduate students from before and after the library tutorials were introduced into the course curriculum. Results indicate a statistically significant increase in components of students’ searching skills and ability to find higher levels of evidence after completing the library tutorials.  相似文献   

Dielectrophoretic force distribution of growing microwires     

胡陈果 《重庆大学学报(英文版)》2003,2(2)

1. Introduction The assembly of colloidal particles holds promise for the miniaturization of photonic and electrical circuits and their stacking in the third dimension [1]. Important recent developments in the field of creating miniaturized electrically functional structures include the synthesis of electronic elements by templated growth in membrane channels [2] and their assembly and characterization [3], formation of electrical connections and electronic elements by electro-deposition [4], …  相似文献   

The homogenization of a class of degenerate quasilinear parabolic equations     

张兴友 《重庆大学学报(英文版)》2003,2(2)

1. Introduction and main results 1.1 Introduction Let 0T> and nW be an open bounded domain with with Lipschitz boundary, consider the following initial-boundary value problem : () 0div (,,)(,) in (0,)(,)0 on (0,) (0,)|()tTtuuftTPutTuuxeeeeeWWeeW-==?洞=xaxxxin the space [0,;]pXLTV=, where 1,0(,)pVWemW= is a weighted Sobolev space, p is a constant larger than 1, and e is a positive constant, t and x are variables of the functions a and u. The degenerati…  相似文献   

You’re hired! A library’s collaboration with the career services department     

April Lafferty 《College & Undergraduate Libraries》2019,26(1):11-18

The library collaborating with nonacademic departments to further strategic goals is beneficial for both parties. In the summer of 2016, the Hubert Library at Florida International University began working with the Career Services Department to provide career research assistance to students, alumni, and employees. This paper highlights the elements of this collaboration, discusses the obstacles encountered and how they were dealt with, and provides practical tips for creating better partnerships.  相似文献   

Using Blogging in Support of Teacher Professional Identity Development: A Case Study     

April Lynn Luehmann 《学习科学杂志》2013,22(3):287-337

This case study explores the affordances a weblog (blog) offered to “Ms. Frizzle,” an urban middle school science teacher and exceptional blogger, to support her professional identity development. The 316 posts she wrote over 1 school year were systematically analyzed and triangulated with data from e-mail exchanges and interviews with Ms. Frizzle and her colleagues. Ms. Frizzle used her blog to tell stories of herself and her classroom, reflect on her practice, work through dilemmas, solicit feedback, and display competence, among other things. By doing so, she was able to wrestle with many issues that are central to the practice of urban science teaching and be recognized by herself and others as a “reform-minded” teacher committed to excellence and equity in education. To realize these benefits, however, Ms. Frizzle invested significant time and energy into her blogging and made certain uses of blogging features. Thus, although this study empirically supports the potential of blogging for teachers' professional identity development, it also indicates that the way in which teachers use blogging will determine the extent of the benefits they can derive from this practice.  相似文献   

Longitudinal Goal Patterns and Their Effects on Students’ Motivation in Running Programs     

Ping Xiang  Yuanlong Liu  Ron E. McBride  April Bruene 《Journal of Experimental Education》2013,81(3):295-317

In this study the authors examined longitudinal achievement goal patterns and their effects on students’ motivation and performance from the 5th to 6th grade in physical education running programs. In their 5th and 6th grade, 412 participants completed questionnaires assessing their task and ego orientations, expectancy beliefs, task values, and intentions for future participation in running. They also completed a timed 1-mile run. Results revealed low task/low ego, low task/high ego, high task/low ego, and high task/high ego remained stable as goal patterns across the 5th and 6th grade. The majority of students moved to more motivationally adaptive goal patterns over time.  相似文献