Learners' perceptions of the role of peers in a research experience: Implications for the apprenticeship process,scientific inquiry,and collaborative work     

Kelly Grindstaff  Gail Richmond 《科学教学研究杂志》2008,45(2):251-271

This study investigates the interaction between four pairs of high school students in a 7‐week national research apprenticeship program. Each student was interviewed about perceptions of experiences working with a peer in the same setting, and the resulting stories were analyzed. Through discourse analysis of the interviews and interrelated analyses of data from journals and responses on pre‐ and postprogram questionnaires, three types of support were identified that students experienced to varying degrees: social–emotional, social–technical, and social–cognitive. It is concluded that social–cognitive support is best engendered if there is sufficient similarity of problems and processes, and ample room for different results and debate about interpretation. Additionally, the culture and reward system students work within (i.e., classrooms) must encourage discussion of ideas and value an outsider's perspective, in recognition of the roles creativity, uncertainty, and ambiguity play in science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 251–271, 2008.  相似文献   

Correct Interpretation of Chemical Diagrams Requires Transforming from One Level of Representation to Another     

Gail Chittleborough  David Treagust 《Research in Science Education》2008,38(4):463-482

Volunteer non-major chemistry students taking an introductory university chemistry course (n = 17) were interviewed about their understanding of a variety of chemical diagrams. All the students’ interviewed appreciated that diagrams of laboratory equipment were useful to show how to set up laboratory equipment. However students’ ability to explain specific diagrams at either the macroscopic or sub-microscopic level varied greatly. The results highlighted the poor level of understanding that some students had even after completing both exercises and experiments using the diagrams. The connection between the diagrams of the macroscopic level (equipment, chemicals), the sub-microscopic level (molecular) and the symbolic level (equations) was not always considered explicitly by students. The results indicate a need for chemical diagrams to be used carefully and more explicitly to ensure learner understanding. Correspondingly, students need to interpret visual chemical diagrams using meta-visualization skills linking the various levels of representation, and appreciating the role of the diagrams in explanations need to be developed.  相似文献   

Deconstructing the skills training debate in doctoral education     

Gail Craswell 《高等教育研究与发展》2007,26(4):377-391

The pressure being placed on universities to deliver skills training for the workplace has generated considerable debate. This paper deconstructs the broader employability discourse in which the debate is embedded in order to draw out its formative implications for skills training during candidature. The paper argues against erection of a deficiency model in the context of skills training of higher degree research (HDR) students, and that the employability discourse is essentially reductive. It obscures whole areas of HDR knowledge production, thus skewing skills training towards the perceived needs of science students; the significant contribution made by research education developers to skills training of HDR students; and employer responsibility for workplace skills training. Notions of skills transferability, best practice and embedding are all shown to be problematic in that they lack discriminative power. Finally, the paper demonstrates that HDR students do value skills training at the institutional level despite prevailing uncertainty.  相似文献   

Web tutorials: bibliographic instruction in a new medium     

Green BF  Wu L  Nollan R 《Medical reference services quarterly》2006,25(1):83-91

Libraries are adding electronic resources of all kinds at an increasing pace to provide service to users outside the library and around the world. To meet this new demand, libraries are turning more and more to the use of online tutorials as a valuable means of providing instruction on how to access and use important resources. This article describes the Health Sciences Library and Biocommunications Center's work and experiences while creating tutorials, the ideas used, and ways the work was evaluated.  相似文献   

比较教育研究在全球化时代的意义和作用     

安迪·格林  许竞 《比较教育研究》2010,(8)

本文缩编自格林教授的一篇早期论文①,旨在提炼其有关当代比较教育研究的理论与观点,以期对改善和提高我国比较教育研究的质量和水平有所助益。本文主要聚焦三个问题:全球化如何改变着教育?因全球化而引发的教育变革对比较教育有何启示?比较教育研究如何做到真正意义上的比较?  相似文献   

It was the best of times. it was a waste of time: university of kentucky students' views of writing under KERA     

Elizabeth Spalding  Gail Cummins 《Assessing Writing》1998,5(2):167-199

A survey was administered to University of Kentucky freshmen enrolled in introductory composition courses. Former Kentucky high school students were asked to describe their high school writing experiences since the 1990 passage of the Kentucky Education Reform Act (KERA) and the implementation of its controversial testing and accountability component. The survey revealed much that is positive. Almost three-quarters of the students reported writing daily in high school in a variety of disciplines. Approximately one-half rated their writing abilities as “above average” or “excellent” and felt prepared or somewhat prepared to write in college. Most reported regularly employing writing process strategies. Few, however, mentioned consideration of purpose and audience as part of their approach to writing, even though these are the two most important criteria for scoring the portfolio. Some two-thirds of the students responded that compiling the portfolio was not a useful activity. These findings suggest that KERA's accountability system may be undermining the instructional improvements it was intended to foster. In its haste to implement mandated reform, the state failed to take into account students' willingness to assume new roles as “creators, authors, and owners” of writing portfolios. Students' negative attitudes toward writing under KERA may reflect a more widespread misunderstanding among teachers and administrators of the theoretical bases for the writing portfolio. Professional development might help to dispel some of this negativity, but classroom teachers alone cannot bear responsibility for ensuring that students see “real world” value in the writing portfolio. Public schools, post-secondary institutions, and employers must work together to find authentic uses for the portfolio.  相似文献   

Role expansion in school psychology: The need for primary and secondary prevention services     

Gail M. Cheramie  Emily G. Suiter 《Psychology in the schools》1993,30(1):53-59

A sample of 80 special education directors completed a survey regarding the functions of school psychologists, the degree of effectiveness of psychologists in delivering certain services, and activities in which they should become more (or less) involved. The results reveal that there is no single activity that accounts for the majority of the school psychologist's time. School psychologists were rated as more effective in assessment, consulting, and crisis intervention. Activities rated as needing more involvement were counseling and consultation. Although these results are supportive of role expansion and consistent with the literature, of particular concern was the failure to identify involvement with at-risk and regular education students as a major need. These concerns suggest that there is a need for increases in primary and secondary prevention services.  相似文献   

Inviting Conversations? Dialogic difficulties in the corporate university     

Erica McWilliam  Alison Green  Nancy Hunt  Martin Bridgstock  Brad Young 《高等教育研究与发展》2000,19(2):237-253

The paper experiments with, and reflects on, the limited possibilities for collaboration and communication across disparate groups within the university setting. The authors respond to the strong imperative to bring management, academics and support staff together, and so move beyond the entrenched positions and interests that those groups often display. They highlight the implications that this may have for collaborative academic publication. The text of the paper works as a research exercise in which each author's contribution constitutes data as well as providing reflections upon their own distinct identity and its consequences for communication in universities. The authors argue that attempts to enact ‘better communication’ is in many senses a failed project, but that it is this very fact which makes the experiment instructive. They conclude that calls to collaboration must acknowledge the fact that such relationships will always be relations of power, and are therefore not easily negotiated or understood.  相似文献   

Psychometric Characteristics of the Revised Procrastination Inventory     

Johnson  Erica M.  Green  Kathy E.  Kluever  Raymond C. 《Research in higher education》2000,41(2):269-279

The Procrastination Inventory developed for use with doctoral students in clinical psychology was modified for use with ABD students and doctoral graduates in a College of Education. The original Procrastination Inventory contained 43 items with 11 subscales. The structure of the revised measure was analyzed both through factor and Rasch analyses and three subscales that were more generalized were found instead of the eleven originally posited. The three subscales were: (1) procrastination, 20 items, alpha = .88, (2) perfectionism, 9 items, alpha = .64, and (3) graduate school comfort, 6 items, alpha = .59. Eight items were deleted after Rasch and factor analyses, resulting in a 35-item scale. Validity was demonstrated by the measure's ability to predict dissertation completion and through correlations with related measures. The Procrastination Inventory is useful in the study of attrition from doctoral programs, particularly at the dissertation stage.  相似文献   

Decreasing attention deficit hyperactivity disorder symptoms utilizing an automated classroom reinforcement device     

Joseph H. Evans  Louise Ferre  Laurie A. Ford  Judith L. Green 《Psychology in the schools》1995,32(3):210-219

Psychologists and physicians are frequently approached by parents and, indirectly, by classroom teachers to diagnose and treat Attention Deficit Hyperactivity Disorder. Requests are also frequently made for psychostimulant medication to control ADHD behavioral symptoms. One reason for such requests is that alternative classroom approaches to treating ADHD have focused on positive reinforcement, response cost, and token reinforcement programs, all of which can require extensive teacher involvement. One of the major problems with such behavioral approaches is the fact that teachers have limited time to reinforce positive, attentive behaviors, and/or alternative behaviors to ADHD symptoms. This study examined the efficacy of an automated reinforcement device, the Attention Training System (ATS), in decreasing off-task behavior in an 11-year-old, fifth-grade student who had been diagnosed as being affected with ADHD and had been placed in Special Education Resource Room programming. The Attention Training System provides automated token reinforcement in the form of points on a fixed interval schedule when the youngster is on-task. When distractible, impulsive, or hyperactive behavior occurs, the Attention Training device can be activated by a teacher to provide a response-cost consequence of loss of points. The device in this study was coupled with a token reinforcement program whereby points could be exchanged for selected reinforcers at the end of each day. Results indicated that the ATS plus token reinforcement was successful in reducing off-task behavior across classes of three subject areas: Science, Reading, and Social Studies. Results have implications for psychologists and physicians in their attempts to assist families and schools in their management of youngsters with ADHD.  相似文献