Culturally Speaking: The Rhetoric of Voice and Identity in a Mediated Culture     

E. Brooke Phipps 《Quarterly Journal of Speech》2020,106(3):365-367

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Telepresence-enabled remote fieldwork: undergraduate research in the deep sea     

A. Lynn Stephens  Amy Pallant  Cynthia McIntyre 《International Journal of Science Education》2016,38(13):2096-2113

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TrendMD: Helping scholarly content providers reach larger and more targeted audiences          下载免费PDF全文

Paul Kudlow  Alan Rutledge  Aviv Shachak  Roger S. McIntyre  Gunther Eysenbach 《Learned Publishing》2016,29(2):125-129

• With over 6,000 new peer‐reviewed articles published daily, scholarly content providers face growing challenges of reaching their target audience.
• There are few evidenced‐based strategies for disseminating online scholarly content to a targeted audience.
• TrendMD increased weekly page views by 49% relative to baseline traffic for a group of articles published in the Journal of Medical Internet Research.
• Future studies are needed to determine how article page views correlate with other article‐level metrics such as Altmetric scores and citations.

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Liberal Education and the Teleological Question; or Why Should a Dentist Read Chaucer?     

Kenneth B. McIntyre 《Journal of Philosophy of Education》2013,47(3):341-363

This essay consists of an examination of the work of three thinkers who conceive of liberal education primarily in teleological terms, and, implicitly if not explicitly, attempt to offer some answer to the question: what does it mean to be fully human? John Henry Newman, T. S. Eliot, and Josef Pieper developed their understanding of liberal education from their own intellectual and religious experience, which was informed by a specifically Christian conception of the place of education in a fully developed human life. I suggest that the strength of their understanding of liberal education derives from its connection to the various small cohesive religious communities to which they were connected. Nonetheless, this insularity was also the primary weakness because each writer ended universalising what was in fact a particular and unique cultural and religious experience instead of providing convincing proof of a single human nature with a single telos. I will contrast this teleological conception of liberal education with that of Michael Oakeshott and his student Kenneth Minogue, both of whom wrote about education in a post‐religious era in which the earlier consensus had completely broken down. They both celebrated the variety of practices which human beings have invented for themselves over the past several centuries (and past several millennia), and did not appear to suffer from the lack of any unifying single human telos. I will suggest that their understanding of practice insulated them from the need for a single unifying telos.  相似文献   

Timothy McGrew, Marc Alspector-Kelly, and Fritz Allhoff (eds): Philosophy of Science: An Historical Anthology     

Brooke Abounader 《Science & Education》2012,21(1):145-149

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Refocusing the Lens: Enhancing Elementary Special Education Reading Instruction Through Video Self‐Reflection     

Anna Osipova  Brooke Prichard  Alison Gould Boardman  Mary Theresa Kiely  Patricia E. Carroll 《Learning disabilities research & practice》2011,26(3):158-171

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Challenging Thoughts,Changing Minds: Preservice Teachers' Reflections on Their Experience Working in an Alternative School Setting     

Brooke Blevins  Brandon Moore  Cameron Dexter Torti 《The Teacher Educator》2017,52(4):326-345

This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own identities in relation to working in this unique school setting. Three major themes emerged from the reflective journal and interview data: (a) participants preconceived notions were challenged based on their positive interactions with Reach students, (b) preservice participants engaged in critical observation of the Reach Academy teachers and their interactions with students, and (c) participants' focus shifted from themselves to their students' needs. Findings suggest that preservice teachers reflective journaling process facilitated their ability to examine and reconsider their preconceived notions about working with students at the Reach Academy and in other diverse schooling settings.  相似文献   

Teaching cause-effect text structure through social studies content to at-risk second graders     

Williams JP  Nubla-Kung AM  Pollini S  Stafford KB  Garcia A  Snyder AE 《Journal of learning disabilities》2007,40(2):111-120

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.  相似文献   

Genome Consortium for Active Teaching: meeting the goals of BIO2010   总被引：2，自引：2，他引：0  

Campbell AM  Ledbetter ML  Hoopes LL  Eckdahl TT  Heyer LJ  Rosenwald A  Fowlks E  Tonidandel S  Bucholtz B  Gottfried G 《CBE life sciences education》2007,6(2):109-118

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.  相似文献   

Sibling Adjustment and Maternal Well-Being: An Examination of Families With and Without a Child With an Autism Spectrum Disorder     

Quintero N  McIntyre LL 《Focus on autism and other developmental disabilities》2010,25(1):37-46

Differences in sibling social, behavioral, and academic adjustment and maternal well-being in families with (n = 20) and without (n = 23) a preschooler with autism spectrum disorder (ASD) were explored. Results are interpreted to suggest that mothers of children with autism report more daily hassles, life stress, and depression than mothers without a child with ASD. There were no significant differences in parent and teacher reports of older siblings' social, behavioral, and academic adjustment in families with and without a child with ASD. Sibling behavioral adjustment was, however, significantly related to maternal well-being. Because families with children with ASD often experience more parenting stress and depression, siblings may be more vulnerable to the cumulative risks over time.  相似文献