Preparing Teachers to Make the Formative Assessment Process Integral to Science Teaching and Learning     

Gayle A. Buck  Amy E. Trauth-Nare 《Journal of Science Teacher Education》2009,20(5):475-494

Formative assessment provides a means to successfully scaffold learning. Unfortunately, few teachers understand the pedagogical implications of such scaffolding or their role in utilizing formative assessments. The purpose of our study was to develop an understanding of the experience of being a teacher that is seeking to improve learning through formative assessment and using that understanding to improve our practices in teacher education. Three categories emerged from the data analysis: (1) questioning the validity of tacit pedagogical understandings, (2) understanding the experiences of the students, and (3) exploring the need to develop a more reflexive classroom. The findings from this study are useful for persons seeking to prepare teachers to guide science learning.  相似文献   

Stevenson,The Contested Murder of Latasha Harlins: Justice,Gender, and the Origins of the LA Riots     

Gayle Jansen Brisbane 《Journal of Radio & Audio Media》2016,23(1):186-187

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“They’re Going to Forget About Their Mother Tongue”: Influence of Chinese Beliefs in Child Home Language and Literacy Development     

Gonzalez  Jorge E.  Liew  Jeffrey  Zou  Yali  Curtis  Gayle  Li  Danni 《Early Childhood Education Journal》2022,50(7):1109-1120

Early Childhood Education Journal - The primary aim of this study was to explore and understand Chinese American parents’ language and literacy beliefs, perceptions, and practices with regard...  相似文献   

Architects,Renovators, Builders,and Fragmenters: A Model for First Year Students' Self-perceptions and Perceptions of Information Literacy     

Maoria J. Kirker  Ilana Stonebraker 《The Journal of Academic Librarianship》2019,45(1):1-8

The transition from high school to college is fraught with academic, social, and emotional changes for first-year students. This year long qualitative study uses cognitive dissonance theory to examine first-year students' changing perceptions of their information literacy competencies throughout their freshman year. Through the examination of students' self-reflections and semi-structured interviews, the study produced cognitive dissonance in students, revealed four information literacy journeys, demonstrated the shifting of students' definitions of research, and shed light on the emotional labor involved in college-level research. Implications for information literacy instruction and future research are discussed.  相似文献   

Intimate partner violence exposure, salivary cortisol, and childhood asthma     

MH Bair-Merritt  SB Johnson  S Okelo  G Page 《Child abuse & neglect》2012,36(7-8):596-601

ObjectivesNeuroendocrine alterations may help explain health differences between intimate partner violence (IPV) exposed children and non-exposed children. We sought to determine the feasibility of having families, recruited at a child asthma visit, collect at home and return via mail child salivary samples, and whether socio-demographic variables were associated with sample return. For those returning samples, we examined whether past-year IPV exposure was associated with total cortisol output (AUC) and the magnitude of the cortisol awakening response (CAR), and whether these cortisol values were associated with asthma control.MethodsFifty-five families with an asthmatic child of any age were recruited from 2 pediatric asthma clinics. At the time of the visit, parents completed a survey packet which included a modified version of the Conflict Tactics Scale to assess IPV. Parents were given supplies to collect 3 child salivary cortisol samples (awakening, 30-min after awakening, bedtime) at home on a typical day, and return them via mail. Medical records also were abstracted.ResultsFifty-three percent (n = 29) returned child salivary samples. Families who returned samples typically returned them within 2 weeks, most commonly before we made a reminder call. Parental male sex was associated (p = .06) with increased rate of return at the trend level. In multivariable models, a 1-unit increase in IPV was significantly associated with a .93 SD increase in root-transformed total cortisol output (AUC) (un-standardized beta = 2.5; SE .59; p = .001). The odds of uncontrolled asthma were marginally higher for every nmol/l increase in CAR (OR 1.04; 95% CI 1.0, 1.1; p = .06).ConclusionsThis study provides support for the feasibility of obtaining a moderate return of salivary specimens from a convenience sample. Findings that IPV was associated with elevated total cortisol output and uncontrolled asthma was marginally associated with cortisol awakening response suggest that future studies should investigate whether cortisol mediates the IPV-child asthma relationship.  相似文献   

Sex equity in workplace conflict management     

Barbara Mae Gayle 《Journal of Applied Communication Research》2013,41(3):152-169

Three hundred two managers and employees from eleven different organizations were investigated to determine whether there was a significant difference in the selection of conflict management strategies based on: 1) the sex of the respondent; 2) the sex of the other person; and 3) the sex of the supervisor. The results indicated: a) females were no more compromising nor any less competitive than males; b) respondents report using different strategies in a narrative question than they do answering a self‐report, checklist questionnaire.  相似文献   

It isn't a matter of just being funny: Humor production by organizational leaders   总被引：1，自引：0，他引：1  

Diane M. Martin  Barbara Mae Gayle 《Communication Research Reports》2013,30(1):72-80

This study explored whether organizational leaders recognize humor as part of their management style and how compatible the leaders ‘ humor strategy is with their overall communication style. Results reveal that leaders use more pro‐social humor than anti‐social humor in the workplace. Several relationships between the emotional aspects of humor production and the communicator style constructs indicate that leaders use humor as a socially acceptable communication technique to control groups and enhance their own communicator image.  相似文献   

Structuring experimental learning into a traditional political science curriculum     

Dr. Gayle R. Avant 《Innovative Higher Education》1981,6(2):128-133

This paper describes the introduction of an experimental element into a traditional political science undergraduate curriculum. Careful consideration of this case study may enable those designing similar programs elsewhere to be more successful.  相似文献   

The Meontology of Masculinity: Notes on Castration Elation     

Gayle Salamon 《Parallax》2016,22(3):312-322

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Self‐definition of women experiencing a nontraditional graduate fellowship program     

Gayle A. Buck  Diandra L. Leslie‐Pelecky  Yun Lu  Vicki L. Plano Clark  John W. Creswell 《科学教学研究杂志》2006,43(8):852-873

Women continue to be underrepresented in the fields of science, technology, engineering, and mathematics (STEM). One factor contributing to this underrepresentation is the graduate school experience. Graduate programs in STEM fields are constructed around assumptions that ignore the reality of women's lives; however, emerging opportunities may lead to experiences that are more compatible for women. One such opportunity is the Graduate Teaching Fellows in K–12 Education (GK–12) Program, which was introduced by the National Science Foundation in 1999. Although this nontraditional graduate program was not designed explicitly for women, it provided an unprecedented context in which to research how changing some of the basic assumptions upon which a graduate school operates may impact women in science. This exploratory case study examines the self‐definition of 8 women graduate students who participated in a GK–12 program at a major research university. The findings from this case study contribute to higher education's understanding of the terrain women graduate students in the STEM areas must navigate as they participate in programs that are thought to be more conducive to their modes of self‐definition while they continue to seek to be successful in the historically Eurocentric, masculine STEM fields. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 852–873, 2006  相似文献