A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings   总被引：1，自引：0，他引：1  

Daniel K. Capps  Barbara A. Crawford  Mark A. Constas 《Journal of Science Teacher Education》2012,23(3):291-318

This review brings together the literature on inquiry-based teaching and learning and science teacher professional development (PD). We present a targeted critical review of research focused specifically on the nature of PD programs purported to emphasize inquiry. Our review analyzes the features of each program and critiques the reported outcomes of each study. Findings from this review suggest a general alignment with recommended features of effective PD as outlined in the literature with a few notable exceptions, including: supporting teachers in developing inquiry-based lesson plans, providing authentic inquiry experiences, and focusing on science content for teachers. More importantly, our review reveals that no reported study has connected participation in inquiry-based PD with all the desired outcomes of teacher PD: enhanced teacher knowledge, change in beliefs and practice, and enhanced student achievement. Implications for future research on inquiry-based PD programs are discussed.  相似文献   

The benefits and limitations of using ultrasonography to supplement anatomical understanding     

Greg M. Sweetman  Gail Crawford  Kathryn Hird  Mark W. Fear 《Anatomical sciences education》2013,6(3):141-148

Anatomical understanding is critical to medical education. With reduced teaching time and limited cadaver availability, it is important to investigate how best to utilize in vivo imaging to supplement anatomical understanding and better prepare medical graduates for the proliferation of point‐of‐care imaging in the future. To investigate whether using short sessions of in vivo imaging using ultrasonography could benefit students' anatomical knowledge and clinical application, we conducted a 2‐hour session on abdominal anatomy using ultrasonography in small groups of five to six students, for both first‐ and second‐year student cohorts. Individual feedback was collected to assess student perceptions. To measure retention and understanding, a short examination containing ultrasound images and questions and performance of a clinical skill (gastrointestinal' tract examination) were assessed. Ultrasonography sessions were highly valued by the students, with 90% of the students reporting their understanding was improved, and over 70% reporting increased confidence in their anatomical knowledge. However, the assessments showed no appreciable impact on skills or understanding related to abdominal anatomy and examination. We conclude that the risk associated with limited exposure increasing confidence without increasing skills remains real and that in vivo imaging is not effective when used as a short adjunct teaching tool. The widespread use of ultrasonography means finding the best way to incorporate ultrasound into medical education remains important. To this end, we are currently implementing an extended program including echocardiography and multiple anatomical sessions that will determine if frequency and repetition of use can positively impact on student performance and understanding. Anat Sci Educ. © 2013 American Association of Anatomists.  相似文献   

Enhancing Collection Development with Big Data Analytics     

Scott Crawford 《Public Library Quarterly》2013,32(4):387-393

More and more organizations are using Big Data to support evidence-based, customer-centric decisions and public libraries are following suit. This article presents the reasons behind a rise in Big Data and discusses the solutions that public libraries can apply to add value to the patron experience.  相似文献   

Connecting citizens and local governments? Social media and interactivity in major U.S. cities     

Karen Mossberger  Yonghong Wu  Jared Crawford 《Government Information Quarterly》2013

Changing the relationship between citizens and government is often cited as a goal for digital government, and new tools such as social media have the potential to improve interactions with citizens through dialogue. Citizens are most likely to participate at the local level (Berry, Portney and Thomson, 1993; Oates, 1972; Oakerson, 1999), and the largest cities have traditionally been at the forefront in the adoption of e-government innovations (Moon, 2002; Ho, 2002). We examine the use of social networks and other interactive tools in the 75 largest U.S. cities between 2009 and 2011. During this period, the adoption of Facebook skyrocketed from just 13% of the cities in 2009 to nearly 87% in 2011; similarly, the use of Twitter increased from 25% to 87%. We further explore three case study cities through analysis of discussion on social networks, and interviews, and find that one-way “push” strategies (Mergel, 2013a) predominate, although there are some signs of greater openness toward dialogue with citizens.  相似文献   

Passionate pedagogy and emotional labor: students’ responses to learning diversity from diverse instructors     

April M. Schueths  Tanya Gladney  Devan M. Crawford  Katherine L. Bass  Helen A. Moore 《International journal of qualitative studies in education》2013,26(10):1259-1276

This qualitative study examines emotion themes reflected in student evaluations from required diversity courses at a predominantly white, US public university. We analyze two years of student evaluations for 29 instructors. Situated by the work of Acker, Jaggar, and Hochschild, we find contradictory themes of perceived instructional bias and the value of diversity lessons. Student evaluations result in systematic disadvantage for minority instructors that may be heightened for female instructors of color. Non-minority instructors (both male and female) gain privileges by avoiding dealing with diversity directly which is reflected in student evaluations through the process of “ducking diversity”. The organizational structure of required diversity courses marginalizes the scholarship and emotion work of minority instructors and inherently reproduces the very inequalities they are designed to combat.  相似文献   

Effects of an Online Mathematics Curriculum for English Language Learners     

Lindy Crawford 《学校用计算机》2013,30(3):248-270

This study measured the effects of an online supplementary mathematics curriculum designed for middle school English language learners who speak Spanish as a first language. A randomized experiment measured the achievement differences between middle school English language learners who used the Web-based HELP Math (Help with English Language Proficiency) curriculum and students who used other technology-based programs. Three hundred and ninety-six students participated. Both groups made statistically significant gains from pretest to posttest within their respective curricula, but no main effect was found between the two groups. Post hoc analyses revealed that students with higher levels of English proficiency, who participated in the comparison condition, performed significantly better than students in the HELP Math condition, while students with lower levels of English proficiency performed better in the HELP Math program (although these differences were not statistically significant). Findings are interpreted with caution due to the truncated length of the intervention.  相似文献   

Epistemology     

Dan D. Crawford 《Philosophical Books》2004,45(3):248-254

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Government and the universities in East Africa: I—On academic freedom in Africa     

Malcolm Crawford 《Minerva》1967,5(3):376-381

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On academic freedom in Africa     

Malcolm Crawford 《Minerva》1967,6(1):116-118

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Rebel-Doodle Dandy     

Sheri F. Crawford 《Journal of American culture (Malden, Mass. : 2003)》1991,14(3):13-18

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