Explicitly Teaching Critical Thinking Skills in a History Course     

Anne Collins McLaughlin  Alicia Ebbitt McGill 《Science & Education》2017,26(1-2):93-105

Critical thinking skills are often assessed via student beliefs in non-scientific ways of thinking, (e.g, pseudoscience). Courses aimed at reducing such beliefs have been studied in the STEM fields with the most successful focusing on skeptical thinking. However, critical thinking is not unique to the sciences; it is crucial in the humanities and to historical thinking and analysis. We investigated the effects of a history course on epistemically unwarranted beliefs in two class sections. Beliefs were measured pre- and post-semester. Beliefs declined for history students compared to a control class and the effect was strongest for the honors section. This study provides evidence that a humanities education engenders critical thinking. Further, there may be individual differences in ability or preparedness in developing such skills, suggesting different foci for critical thinking coursework.  相似文献   

From secrecy to sunshine: An overview of presidential search practice     

Judith Block McLaughlin 《Research in higher education》1985,22(2):195-208

The process by which American colleges and universities select their presidents has undergone considerable change in recent years. Once conducted entirely in private by a small group of trustees, presidential searches occur today in a climate of constituency participation and access to information. This paper draws upon survey data to examine the range and frequency of current search practices regarding constituency involvement and confidentiality and disclosure. The paper first considers search committee membership, noting the composition and size of presidential search committees. It then examines the range of policies regarding constituent access to information about candidates and search committee deliberations. Three policies are described: complete confidentiality, full disclosure, and limited disclosure. Finally, the paper discusses the causes of unintended disclosure and evaluates the impact of these leaks on the search.  相似文献   

Global Consultation Processes: Lessons Learned from Refugee Teacher Consultation Research in Malaysia     

Colleen R. O’Neal  Nicole M. Gosnell  Wai Sheng Ng  Jennifer Clement  Edward Ong 《Journal of educational and psychological consultation》2018,28(1):70-94

ABSTRACT

The process of global consultation has received little attention despite its potential for promoting international mutual understanding with marginalized communities. This article details theory, entry, implementation, and evaluation processes for global consultation research, including lessons learned from our refugee teacher intervention. The first half of the article addresses the entry process, culture-specific strengths, and challenges that can be faced in global consultation, including our experience with a lack of formal regulatory oversight of refugee education. The second half of the article details feedback collected from consultants, peer trainers, and peer trainees indicating which training content was most valuable; how some Burmese refugee teachers strive for a more student-centered, “free” classroom for their refugee students; and, finally, the toll that intense refugee teacher consultation took on the consultants.  相似文献   

Developing cultural humility through experiential learning: How home visits transform early childhood preservice educators’ attitudes for engaging families     

Colleen K. Vesely  Elizabeth Levine Brown  Swati Mehta 《Journal of Early Childhood Teacher Education》2017,38(3):242-258

Research calls for teacher education to prepare early childhood educators for the needs of diverse and marginalized young children and their families in the U.S. With an increasing cultural divide between teachers and students, some early childhood educators may demonstrate limited understanding for how diverse cultural, linguistic, racial, and socioeconomic backgrounds inform the daily functions of families of young children. In this article, we examine how the use of experiential learning vis-à-vis conducting a home visit with a family from a diverse and marginalized background can shape early childhood preservice teachers’ (PST) development of cultural humility, an important component of cultural competence. During this experiential learning, PSTs engaged in critically reflective practices to uncover and challenge their implicit biases. While discovering the strengths and challenges among their home visit families, PSTs also learned what they had in common with the families. PSTs noted how the home visit process informed their work as future early childhood educators.  相似文献   

Sensory processing disorder in a primate model: evidence from a longitudinal study of prenatal alcohol and prenatal stress effects     

Schneider ML  Moore CF  Gajewski LL  Larson JA  Roberts AD  Converse AK  DeJesus OT 《Child development》2008,79(1):100-113

Disrupted sensory processing, characterized by over- or underresponsiveness to environmental stimuli, has been reported in children with a variety of developmental disabilities. This study examined the effects of prenatal stress and moderate-level prenatal alcohol exposure on tactile sensitivity and its relationship to striatal dopamine system function in thirty-eight 5- to 7-year-old rhesus monkeys. The monkeys were from four experimental conditions: (a) prenatal alcohol exposed, (b) prenatal stress, (c) prenatal alcohol exposed + prenatal stress, and (d) sucrose controls. Increased D(2) receptor binding in the striatum, evaluated using positron emission tomography neuroimaging, was related to increased withdrawal (aversion) responses to repetitive tactile stimuli and reduced habituation across trials. Moreover, prenatal stress significantly increased overall withdrawal responses to repetitive tactile stimulation compared to no prenatal stress.  相似文献   

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care     

Colleen R. O’Neal  Nicole M. Gosnell  Wai Sheng Ng  Edward Ong 《Journal of educational and psychological consultation》2018,28(1):43-69

ABSTRACT

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared effects on (a) peer trainers, who were refugee teachers trained by consultants (n = 38), and (b) peer trainees, who were refugee teachers trained by peer trainers (n = 78). The sample included teachers who were refugees (n = 97; mean age = 30; 78% Burmese) and nonrefugees (n = 19; mean age = 48; 44% Chinese-Malaysian). Significant effects on teacher knowledge, confidence, and self-care were found for both trainers and trainees, including interactions with gender and education. Implications for sustainable promotion of the emotional context in refugee education are discussed.  相似文献   

Teaching the Teachers of Teachers: tertiary teacher education in Papua New Guinea     

Denis McLaughlin 《Asia-Pacific Journal of Teacher Education》1991,19(1):33-42

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Equity among assistant professors in instructional work load     

Gerald W. McLaughlin  Beatrice T. Mahan  James R. Montgomery 《Research in higher education》1983,18(2):131-143

In recent years salary equity has been the focus of studies dealing with equity. This paper extends the concept of equity to include faculty instructional activities or work load. In an effort to determine to what extent instructional efforts differed between men and women at a large land-grant university, the following variables were investigated: number of weighted student credit hours, number of sections taught, number of different courses taught, and didactic hours by level of course. Because the faculty members varied in their full-time-equivalent instructional effort, it was necessary to normalize the data. When men and women were compared for equity of instructional activity (MANOVA) taking their college into consideration, there was no significant difference by sex or from the interaction of college with sex. When a balancing technique was used to review men and women by departments, again no significant differences were found in the pattern of instructional activity within the group of departments being compared.  相似文献   

Self‐assessment and the disadvantaged student: potential for encouraging self‐regulated learning?     

Nicola F. Kirby  Colleen T. Downs 《Assessment & Evaluation in Higher Education》2007,32(4):475-494

The Science Foundation Programme (SFP) at the University of KwaZulu Natal, Pietermaritzburg attempts to address past educational inequalities by providing disadvantaged matriculants with the skills, resources and self‐confidence needed to embark on their tertiary studies. Students entering the Programme typically adopt a surface approach to learning with emphasis being placed on high score achievement which results in a mark‐driven attitude towards assessment. Students also lack the metacognitive skills associated with a deep approach to learning. Within this mark‐driven culture, it is important to attempt to move students away from such a superficial approach to learning and assessment. Worldwide, self‐assessment practice has been gaining recognition, and it has been linked to the adoption of a deep approach to learning; self‐regulated learning and the development of metacognitive skills. In the biology module of the Programme, students are given two essay assignments, tasks that are routinely performed very poorly. In attempt to improve SFP students’ essay writing abilities, a self‐assessment scheme to accompany the essay tasks was instituted, hoping that this would get the students to engage with the assessment criteria. It was intended that students would not only fulfil the requirements of the task better, but also achieve the valuable skill of self‐assessment. The results provide overwhelming evidence that SFP students cannot accurately self‐assess. Their naivety and inexperience in fulfilling assessment criteria was also revealed. Overall, marks awarded by staff were significantly lower than those awarded by students, and there was no evidence to suggest that any one category of students based on academic ability were better able to self‐assess than another. Marker inconsistencies were revealed, but this was shown to have no effect on findings. In spite of these results, a case for pursuing self‐assessment is made and proposals for improving student self‐assessment practice in the SFP are suggested.  相似文献   

Depressive symptoms in young adults: the influences of the early home environment and early educational child care     

McLaughlin AE  Campbell FA  Pungello EP  Skinner M 《Child development》2007,78(3):746-756

The relationship between depressive symptoms in young adults, the quality of the early home environment, and early educational child care was investigated in young adults randomly assigned to receive early childhood intervention in the Abecedarian study. Of the original 111 infants enrolled (98% African American), 104 participated in an age-21 follow-up. Those who had early treatment reported fewer depressive symptoms. The protective effects of the early childhood program were further supported by a significant home environment by treatment interaction. Negative effects of lower quality home environments on young adult depressive symptoms were almost entirely offset by preschool treatment, whereas depressive symptoms increased as the quality of the early home environment decreased for those in the control group.  相似文献