Toward action and advocacy     

Frances O’Connell Rust 《Teachers and Teaching》2016,22(4):409-412

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The Spatial Coding Strategies of One-Year-Old Infants in a Locomotor Search Task     

Emily W. Bushnell  Beryl E. McKenzie  Deborah A. Lawrence  Sheryl Connell 《Child development》1995,66(4):937-958

The ability of 1-year-old infants to remember the location of a nonvisible target was investigated in 3 experiments. Infants searched for a toy hidden in one of many possible locations within a circular bounded space. The presence, number, and spatial arrangement of local cues or "landmarks" within this space were varied. The results of Experiment 1 showed that search performance was highly successful when a landmark was coincident with the location of the toy ("direct"), but less successful when a landmark was adjacent to the target location ("indirect"). The results of Experiment 2 suggested that search with an indirect landmark may be more fragile than search with no landmarks at all. In Experiments 3a and 3b, 2 different configurations of indirect landmarks were employed; search performance was equally poor with both of these and was inferior to search with no landmarks. It is concluded that infants of this age are able to associate a nonvisible target with a direct landmark and are able to code the distance and direction of a target with respect to themselves or with respect to the larger framework. However, there was no evidence that they can code the distance and direction of a target relative to another object. The difficulty of coding with indirect landmarks is interpreted in terms of cognitive complexity and conflict between spatial strategies.  相似文献   

Effects of rhyming,vocabulary and phonemic awareness instruction on phoneme awareness     

Stuart S. Yeh  David B. Connell 《Journal of Research in Reading》2008,31(2):243-256

Sixteen Head Start classrooms, involving 128 children, were randomly assigned to three approaches for augmenting early literacy instruction: (a) instruction in phoneme segmentation, blending, and letter–sound relationships, (b) rhyming instruction and (c) vocabulary instruction. The phoneme segmentation approach was more effective in promoting phoneme segmentation skill. Existing research suggests that phoneme segmentation skill is a better predictor of early progress in learning to read than rhyming skill or vocabulary knowledge. Thus, the results suggest that instruction emphasising phoneme segmentation is not only more likely to promote phoneme segmentation skill, but also more likely to promote future reading ability than rhyming or vocabulary activities, even for highly disadvantaged children as young as 4 years old.  相似文献   

THE EMERGENCE OF PRAGMATIC PHILOSOPHY'S INFLUENCE ON LITERARY THEORY: MAKING MEANING WITH TEXTS FROM A TRANSACTIONAL PERSPECTIVE     

Jeanne M. Connell 《Educational theory》2008,58(1):103-122

A bstract .  In this review essay, Jeanne Connell examines the influence of pragmatic philosophy on the scholarly works of twentieth-century literary theorist and English educator Louise Rosenblatt through the lens of a recent collection of her essays originally published between 1936 and 1999. Rosenblatt grounded her transactional theory of literature in pragmatic philosophy, particularly the epistemological constructs of John Dewey. While influential as a pioneer in the early development of reader-response theory, Rosenblatt's theory has only recently been given attention by philosophers of education. Making Meaning with Texts: Selected Essays is an important collection of articles and book chapters that highlights the evolution of her thinking in literary theory, pedagogy, and literary criticism. Rosenblatt positioned the construction of meaning in the personal lived-through quality of the literary experience, making central the generative relation between the text and the reader. Connell argues that the educational relevance of Rosenblatt's theory for contemporary education is that it provides a powerful critique of classroom approaches that promote shallow readings with little opportunity for critical reflection.  相似文献   

Educational Risk and Resilience in African-American Youth: Context, Self, Action, and Outcomes in School   总被引：12，自引：0，他引：12  

James Patrick Connell  Margaret Beale Spencer  J. Lawrence Aber 《Child development》1994,65(2):493-506

This study examined the empirical validity of a model of human motivation as it applies to school success and failure in 3 independent samples of 10-to 16-year-old African-American youth. Specifically, we assessed how indicators of context, self , and action relate to measures of risk and resilient outcomes in school in 3 different samples, using 3 different measurement strategies. Correlational and path analyses on the 3 data sets supported the empirical validity of the model. African-American youth's experience of their parents' school involvement predicted a composite of self-system processes, which in turn predicted the subjects' reports of their engagement in school. Engagement then predicted school performance and adjustment. The data supported a reciprocal path from action to context, suggesting that youth who show more disaffected patterns of behavior and emotion in school experience less support from their families than those reporting more engaged patterns of action. Implications for program and policy decisions are discussed.  相似文献   

Reflections on using journals in higher education: a focus group discussion with faculty     

Timothy O’Connell  Janet Dyment 《Assessment & Evaluation in Higher Education》2006,31(6):671-691

Reflective journals have become an increasingly popular tool used by numerous faculty across many disciplines in higher education. Previous research and narrative reports of journal writing have explored student perceptions of journal writing, but very little is understood about faculty perceptions. In this paper, we report on a study involving eight university faculty who teach courses with outdoor field components in the areas of outdoor recreation, experiential education, or outdoor education. We present the faculty member’s: (1) current practices of journal writing (types of journals, types of entries, process of journal writing), (2) perceptions of journal writing (rationale, quality, evaluation) and (3) recommendations to maximize the potential of journal writing. A mixed methods approach was used that included a 32‐item quantitative questionnaire and a focus group discussion. By and large, the faculty who participated in this study appreciated the pedagogical potential of journal writing. They were, however, cautious about certain aspects of the journaling process and offered numerous suggestions for improving the ‘journaling experience.’ This paper concludes with several recommendations for consideration by higher education faculty who use journal writing as an instructional technique.  相似文献   

Empowering students by enhancing their employability skills     

Fraser J. Scott  Pauline Connell  Linda A. Thomson 《Journal of Further & Higher Education》2019,43(5):692-707

Recognising the importance of graduates being equipped with appropriate employability skills alongside their subject-specific skills, we have had transferable skills training embedded throughout our degree programmes for 30 years. More recently, a specific employability skills module for final-year honours students has been created. This module consists of a programme of activities supporting employability skills, which was delivered to final-year undergraduate students from 2012 to 2015. A key feature in the development and delivery of these activities was the involvement of external experts. Detailed questionnaires have captured student perceptions and thematic analysis has revealed key themes. The module has been perceived to be highly useful, resulting in significant increases in students’ confidence across key areas of employability skills. Furthermore, students may hold skewed perceptions of the relevance of generic employability skills to their chosen career path. This fact should be considered when delivering employability skills programmes.  相似文献   

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology     

Georgianne L. Connell  Deborah A. Donovan  Timothy G. Chambers 《CBE life sciences education》2016,15(1)

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section.  相似文献   

Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States     

John D. Clements  Nancy D. Connell  Clarissa Dirks  Mohamed El-Faham  Alastair Hay  Elizabeth Heitman  James H. Stith  Enriqueta C. Bond  Rita R. Colwell  Lida Anestidou  Jo L. Husbands  Jay B. Labov 《CBE life sciences education》2013,12(4):596-603

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.  相似文献   

Desire as interruption: young women and sexuality education in Ontario,Canada     

Erin Connell 《Sex education》2013,13(3):253-268

Danger and pleasure are terms commonly employed to describe women's sexual experiences, including those of young women. This paper explores how young women's sexual danger and pleasure are represented and characterized in official discourses, specifically those of school‐based sexuality education. Drawing on Michelle Fine's four major discourses of sexuality education, this paper uses the Ontario Curriculum and its companion Course Profiles to analyze school‐based sexuality education in Ontario, Canada. This paper describes how the discourses of victimization and individual morality dominate in the curriculum while the discourse of desire is largely absent. Because there is considerable emphasis on danger/victimization and insufficient attention paid to pleasure/desire, the paper concludes by describing how a discourse of desire might be included in sexuality education curriculum.  相似文献