Biology Teachers Designing Context-Based Lessons for Their Classroom Practice—The importance of rules-of-thumb     

Nienke Wieringa  Fred J. J. M. Janssen  Jan H. Van Driel 《International Journal of Science Education》2013,35(17):2437-2462

In science education in the Netherlands new, context‐based, curricula are being developed. As in any innovation, the outcome will largely depend on the teachers who design and implement lessons. Central to the study presented here is the idea that teachers, when designing lessons, use rules‐of‐thumb: notions of what a lesson should look like if certain classroom outcomes are to be reached. Our study aimed at (1) identifying the rules‐of‐thumb biology teachers use when designing context‐based lessons for their own classroom practice, and (2) assessing how these personal rules‐of‐thumb relate to formal innovative goals and lesson characteristics. Six biology teachers with varying backgrounds designed and implemented a lesson or series of lessons for their own practice, while thinking aloud. We interviewed the teachers and observed their lessons. Our results suggest that rules‐of‐thumb, which differed substantially among the teachers, indeed to a great extent guide the decisions teachers make when designing (innovative) lessons. These rules‐of‐thumb were often strongly associated with intended lesson outcomes. Also, teachers’ personal rules‐of‐thumb were more powerful in determining the lesson design than formal innovative goals and lesson characteristics. The results of this study encourage more research into how rules‐of‐thumb reflect teachers’ practical knowledge, for which suggestions are made.  相似文献   

Nothing about us without us! Youth-led solutions to improve high school completion rates     

Fred Chou  Janelle Kwee  Robert Lees  Kara Firth  Jordan Florence  Jake Harms 《Educational Action Research》2013,21(3):436-459

This Youth Participatory Action Research (YPAR) study represents a collaboration with six students from alternative education to inquire about the experiences of vulnerable youth – students in alternative education and youth who have dropped out of school. Utilizing the Enhanced Critical Incident Technique, youth researchers asked their peers what helped and hindered their retention and success in mainstream and alternative education. Youth researchers engaged in authentic participation and took part in the iterative phases of YPAR – critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating the results and recommendations to key stakeholders within the community. Youth researchers conducted semi-structured interviews with 18 participants. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances are vital in helping vulnerable students succeed in school. Engagement in YPAR provided insight into working with vulnerable youth in a manner that promotes agency and social change within educational institutions.  相似文献   

Ratios of h-cores,h-tails and uncited sources in sets of scientific papers and technical patents     

Joan Q. Liu  Ronald Rousseau  Mona S. Wang  Fred Y. Ye 《Journal of Informetrics》2013,7(1):190-197

Five ratios R_H, R_T, S_H, S_T and S_Z derived from the three-part division of a set of sources in h-core, h-tail and uncited sources are defined. Dynamic changes in the three independent ratios R_H, S_H and S_Z are studied for six selected topics. Data about these topics are obtained from the Web of Science for scientific papers and Derwent Innovations Index for technical patents. It is observed that all R_H- and S_H-values decrease when the time span widens, while S_Z stays the same or increases; and that all R_H- and S_H-values for papers are larger than the corresponding values for patents. The shifted Lotka distribution is used in a theoretical interpretation of these empirical phenomena.  相似文献   

A SURVEY OF TYPICAL CHURCH BIBLE CLASSES FOR BOYS AND MEN     

Fred S. Goodman 《Religious education (Chicago, Ill.)》2013,108(4):360-373

Emerging social media that build on digital technologies are reshaping how we interact with each other. Religious education and identity formation within these new cultural flows demands recognition of the shifts in authority, authenticity, and agency that are taking place, as well as the challenges posed by “context collapse.” Digital storytelling is one mechanism by which religious educators can help people to apprentice into practices shaped by a commitment to human freedom and relationality, rather than to public performances of hatred.  相似文献   

Reviews     

Peter E. Kane  Alan S. Kaye  Dennis R. Klinzing  Dennis R. Klinzing  Fred E. Jandt  Hermann G. Stelzner 《Communication quarterly》2013,61(1):50-55

FREEDOM SPENT. By Richard Harris. Boston: Little, Brown and Company, 1976; pp. 460. $12.95.

MALE/FEMALE LANGUAGE, WITH A COMPREHENSIVE BIBLIOGRAPHY. By Mary Ritchie Key. Metuchen, New Jersey: Scarecrow Press, 1975; pp. vii + 200; $7.95.

CONTEMPORARY SPEECH: A COMPREHENSIVE APPROACH TO COMMUNICATION. Compiled by Mary Frances Hopkins and Beverly Whitaker. Edited by Bernard Brommel. Skokie, IL: National Textbook Company, 1976; pp. ix + 316. $11.

COMMUNICATING. By Anita Taylor, Teresa Rosegrant, Authur Meyer, and B. Thomas Samples. Englewood Cliffs, NJ: Prentice‐Hall, Inc., pp. xiii + 466. $9.95.

MASTERING CLASSROOM COMMUNICATION: WHAT INTERACTION ANALYSIS TELLS THE TEACHER. By Dorothy Grant Hennings. Pacific Palisades, California: Goodyear Publishing Company, 1975; pp. xiii + 193. $5.95.

THE RHETORIC OF WESTERN THOUGHT. By James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque, Iowa: Kendall/Hunt, 1976; pp. 272. Paper $9.95.  相似文献   

What Private and Public Schools Can Learn From Each Other     

William H. Jeynes  Fred Beuttler 《Peabody Journal of Education》2013,88(3):285-304

Public school and faith-based private school educators often primarily concern themselves with the health of their own sector. We contend, however, that the United States would benefit if American educators viewed the schooling system more holistically, in the process expressing a greater willingness to learn from those practicing in the other sector. We assert that schools in each sector have specific strengths that can, at least to some extent, find application in the other sector as well. If this perspective is applied and practiced, we believe that the overall American school system will be strengthened and revitalized sufficiently to compete in a global context. We assert that the timing of certain developments may be such that this is the best time for such a reorientation to take place.  相似文献   

Effects of cues and real objects on learning in a mobile device supported environment     

Tzu‐Chien Liu  Yi‐Chun Lin  Fred Paas 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(3):386-399

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A Longitudinal Study of Emotion Regulation,Emotion Lability‐Negativity,and Internalizing Symptomatology in Maltreated and Nonmaltreated Children     

Jungmeen Kim‐Spoon  Dante Cicchetti  Fred A. Rogosch 《Child development》2013,84(2):512-527

The longitudinal contributions of emotion regulation and emotion lability‐negativity to internalizing symptomatology were examined in a low‐income sample (171 maltreated and 151 nonmaltreated children, from age 7 to 10 years). Latent difference score models indicated that for both maltreated and nonmaltreated children, emotion regulation was a mediator between emotion lability‐negativity and internalizing symptomatology, whereas emotion lability‐negativity was not a mediator between emotion regulation and internalizing symptomatology. Early maltreatment was associated with high emotion lability‐negativity (age 7) that contributed to poor emotion regulation (age 8), which in turn was predictive of increases in internalizing symptomatology (from age 8 to 9). The results imply important roles of emotion regulation in the development of internalizing symptomatology, especially for children with high emotion lability‐negativity.  相似文献   

Use of Ethnographic Fiction in Social Justice Graduate Counselor Training     

Rita Chi‐Ying Chung  Fred Bemak 《Counselor Education & Supervision》2013,52(1):56-69

Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling.  相似文献   

Preparing students for distance learning     

Fred Lockwood 《Open Learning》2013,28(1):44-45

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