Teaching and learning One-Course-At-A-Time     

Charlotte Vaughan  Christopher Carlson 《Innovative Higher Education》1992,16(4):263-276

In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change.  相似文献   

Alterations in bilateral force judgment following strenuous eccentric exercise     

Vincent HK  Carlson C  Hyatt JP  Yihua L  Vincent KR 《Research quarterly for exercise and sport》2000,71(4):340-348

This study investigated the effects of strenuous eccentric exercise on bilateral force-matching ability. After unilaterally performing 50 maximal eccentric elbow actions, participants were evaluated for bilateral force-matching ability. Participants were asked to match a reference force held by the control (CNT) arm with their exercised (EXD) arm. The experimental condition was then reversed. Constant error (bias) of the EXD arm was increased through 5 days postexercise, when it underestimated the CNT force in all trials. In contrast, an overestimation of the EXD force by the CNT arm resulted in an increased constant and variable error (variability around the bias) through 5 days postexercise, when the EXD arm served as the force reference. Strenuous eccentric exercise severely compromises bilateral force-matching ability, regardless of whether the EXD attempted to match the reference force or served as the force reference, indicating central or peripheral alterations to force judgment.  相似文献   

Children’s screen and problematic media use in the United States before and during the COVID-19 pandemic     

Lauren Eales  Sarah Gillespie  Reece A. Alstat  Gail M. Ferguson  Stephanie M. Carlson 《Child development》2021,92(5):e866-e882

This mixed methods study examined parent-reported child screen media use before and during the COVID-19 pandemic by examining 2019–2020 changes in parent perceptions of media, screen media use (SMU), and problematic media use (PMU) in children aged 2–13 years (N = 129; 64 boys, 64 girls, 1 nonbinary; 90.7% White, 4.6% Hispanic/Latino, 0.8% Black, 8.5% multiethnic; primarily middle-to-high income). Quantitative analyses showed a significant SMU and PMU increase (medium effect size). There was a steeper increase in PMU among school-age (older) children. Together, the qualitative and quantitative results suggest that the PMU and SMU increase were influenced by distal, proximal, and maintaining factors including the COVID-19 pandemic, distance learning, child behaviors, other children, parental mediation, and positive media reinforcement.  相似文献   

The Consequences of School Desegregation in a Kansas Town 50?Years After Brown     

Jean A. Patterson  Rae Niles  Cameron Carlson  William L. Kelley 《The Urban Review》2008,40(1):76-95

This article examines the legacy of segregation and desegregation in the town of Parsons, Kansas. We argue that school desegregation, the goal of which was to increase access and equalize educational opportunities for African Americans, did not have that desired affect. Fifty years after the closing of the all-Black Douglass School, Parsons’ citizens had not openly acknowledged the effects this event had on the African American community. Three generations later, African American student achievement still lags behind that of White students. These unresolved issues have contributed to a number of losses in the Black community, including loss of Black teachers and loss of talented Black young people. We use theories of social capital and cultural capital as a framework to illustrate how White, middle class students had greater access to school resources, and to identify the social and cultural resources within the Black community that the school district could build upon, such as strong leadership and a sense of resolve and resiliency.

Jean A. PattersonEmail:

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Day-level sedentary pattern estimates derived from hip-worn accelerometer cut-points in 8–12-year-olds: Do they reflect postural transitions?     

Jordan A. Carlson  John Bellettiere  Jacqueline Kerr  Jo Salmon  Anna Timperio  Simone J.J.M. Verswijveren 《Journal of sports sciences》2019,37(16):1899-1909

Improving sedentary measurement is critical to understanding sedentary-health associations in youth. This study assessed agreement between the thigh-worn activPAL and commonly used hip-worn ActiGraph accelerometer methods for assessing sedentary patterns in children. Both devices were worn by 8–12-year-olds (N = 195) for 4.6 ± 1.9 days. Two ActiGraph cut-points were applied to two epoch durations: ≤25 counts (c)/15 s, ≤75c/15s, ≤100c/60s, and ≤300c/60s. Bias, mean absolute deviation (MAD), and intraclass correlation coefficients (ICCs) tested agreement between devices for total sedentary time and 11 sedentary pattern variables (usual bout duration, sedentary time accumulated in various bout durations, breaks/day, break rate, and alpha). For most sedentary pattern variables, ActiGraph 25c/15s, 75c/15s, and 100c/60s had poor ICCs, with bias and MAD >20%. ActiGraph 300c/60s had a better agreement than the other cut-points, but all ICCs were <0.587. ActiGraph underestimated sedentary time in longer bouts and usual bout duration, and overestimated sedentary time in shorter bouts, breaks/day, and alpha. For total sedentary time, ActiGraph 25c/15s, 300c/60s, and 75c/15s had good/fair ICCs, with bias and MAD <20%. Sedentary patterns derived from two commonly used ActiGraph cut-points did not appear to reflect postural changes. These differences between measurement devices should be considered when interpreting findings from sedentary pattern studies.  相似文献   

Learning to Lead: an Approach to Mathematics Teacher Leader Development     

Borko  Hilda  Carlson  Janet  Deutscher  Rebecca  Boles  Kelly L.  Delaney  Victoria  Fong  Alissa  Jarry-Shore  Michael  Malamut  James  Million  Susan  Mozenter  Suki  Villa  Anthony Muro 《International Journal of Science and Mathematics Education》2021,19(1):121-143

This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools. The university and district partners worked together to achieve the district’s mission of providing every student with high-quality instruction and equitable learning opportunities in mathematics by building the district’s capacity to conduct school-based PD for mathematics teachers. Given the power of school-based subject-specific PD for improving instructional quality, we worked with Teacher Leaders from participating schools to prepare and support them to lead PD workshops at their schools. In this paper, we examine how Teacher Leaders learn and adapt key elements of a PD model over three school years through the lenses of Prediger et al.’s Three-Tetrahedron-Model (2019) and the university’s Learning to Lead model. Over 3 years, we see that Teacher Leaders use the key structures of the PD model; make adaptations in response to school goals, interests, and priorities; and gain confidence in their work with colleagues. By viewing the adaptations through the lens of pedagogies of practice as well as the relationships illustrated by the 3-T model, this work offers insights into the complexities of teacher leadership development.

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架起金桥 话交流     

刘小萍  阿莉莎·卡尔森  翁旸勤 《文化交流》2011,(1):26-30

1994年10月,地处“东南阙里”的衢州二中,因为抗战时期的一个美丽故事,奏响了一所学校与多个国家的教育文化交流的序曲。16年来,有100多位教师,带着二中人特有的凤采和儒学校园的滋养,远赴美国、英国、德国、日本、巴西、新加坡等20多个国家和地区任教、访问、交流;16年来,美国、英国、德国、法国等20多个国家的教师也络绎不绝地来到衢州二中交流。文化教育这座“金桥”已构架在不同国度的无数人心中,衢州二中走出了一条富有特色的与世界融合之路。那么,我们就来聆听这所学校的老师、外籍教师以及去国外交流学习的学生在中外文化教育交流中的心声吧!  相似文献   

Teacher pedagogical content knowledge,practice, and student achievement†     

Julie Gess-Newsome  Joseph A. Taylor  Janet Carlson  April L. Gardner  Christopher D. Wilson  Molly A. M. Stuhlsatz 《International Journal of Science Education》2019,41(7):944-963

ABSTRACT

In this exploratory study, we attempted to measure potential changes in teacher knowledge and practice as a result of an intervention, as well as trace such changes through a theoretical path of influence that could inform a model of teacher professional knowledge. We created an instrument to measure pedagogical content knowledge (PCK), studied the impact of a two-year professional development intervention, explored the relationships among teacher variables to attempt to validate a model of teacher professional knowledge, and examined the relationship of teacher professional knowledge and classroom practice on student achievement. Teacher professional knowledge and skill was measured in terms of academic content knowledge (ACK), general pedagogical knowledge (GenPK), PCK and teacher practice. Our PCK instrument identified two factors within PCK: PCK-content knowledge and PCK-pedagogical knowledge. Teacher gains existed for all variables. Only GenPK had a significant relationship to teacher practice. ACK was the only variable that explained a substantial portion of student achievement. Our findings provide empirical evidence that we interpret through the lens of the model of teacher professional knowledge and skill, including PCK [Gess-Newsome, J. (2015). A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. Friedrichsen, & J. Loughran (Eds.), Re-examining pedagogical content knowledge in science education (pp. 28–42). London: Routledge Press], highlighting the complexity of measuring teacher professional knowledge and skill.  相似文献   

A national study of kindergarten transition practices for children with disabilities     

Tamara C. Daley  Tom MunkElaine Carlson 《Early childhood research quarterly》2011,26(4):409

This study used data drawn from a large, national sample to describe transition practices provided to 1989 children with disabilities as they entered their kindergarten year, obtained through a survey administered to kindergarten teachers. Using path modeling, we examined the child and family, school, and district factors that predict which children and families receive high- and low-intensity transition support as they enter kindergarten and, in particular, what types of high-intensity practices they receive. The type of support kindergarten teachers provided was generally comparable to or higher than previously reported data, with low-intensity transition supports more commonly used than high-intensity supports. In a path model that included a range of child and family, classroom, and district factors, four variables emerged as predictors of transition support. Children from larger districts and higher poverty districts who were entering kindergarten from a different setting were less likely to receive support during the transition period. Rural districts differed little overall from suburban districts because they are, on average, higher poverty, but smaller in size. Urban districts demonstrated efforts that counterbalanced the barriers of size and poverty. We include policy implications based on these findings.  相似文献   

INFUSING TECHNOLOGY: TRANSFORMING EARLY CHILDHOOD TEACHER EDUCATION     

Helen L. Carlson 《Journal of Early Childhood Teacher Education》2013,34(2):141-147

Beginning teachers of young children often express concern that their professional preparation has not adequately prepared them to work effectively with families. This remains the case in spite of literature documenting the importance of involving parents in their children's early education. This article describes a service learning project designed to give students early in their professional preparation an authentic opportunity be a resource for the families of the children with whom they have worked. Service learning is a particularly appropriate pedagogical approach to enhance students' confidence and competence working with families because it provides authentic and hands-on opportunities to apply course content. This project effectively provided students an opportunity to assume a professional voice when working with families. It enhanced our program's success ensuring that our students take the requisite skills and dispositions to their work with families, while building their confidence and honing their communication skills.  相似文献