The Core Competencies for Adolescent Sexual and Reproductive Health     

John Elfers  Lidia Carlton  Paul Gibson  Maryjane Puffer  Sharla Smith  Kay Todd 《American journal of sexuality education》2014,9(1):81-98

The Adolescent Sexual Health Work Group commissioned the development of core competencies that define the knowledge, skills, and attitudes necessary for all providers of adolescent sexual and reproductive health. This article describes the background and rationale for this set of competencies, the history and use of competencies, and the process involved in creating the core competencies. It explores the ways that educators can use them to strengthen classroom instruction and improve outcomes for adolescents in the area of reproductive health. Several additional tools that guide the application of the competencies to human resources, self-assessment, performance assessment, professional development, and program evaluation are described.  相似文献   

Undergraduates Achieve Learning Gains in Plant Genetics through Peer Teaching of Secondary Students     

H. E. Chrispeels  M. L. Klosterman  J. B. Martin  S. R. Lundy  J. M. Watkins  C. L. Gibson  G. K. Muday 《CBE life sciences education》2014,13(4):641-652

This study tests the hypothesis that undergraduates who peer teach genetics will have greater understanding of genetic and molecular biology concepts as a result of their teaching experiences. Undergraduates enrolled in a non–majors biology course participated in a service-learning program in which they led middle school (MS) or high school (HS) students through a case study curriculum to discover the cause of a green tomato variant. The curriculum explored plant reproduction and genetic principles, highlighting variation in heirloom tomato fruits to reinforce the concept of the genetic basis of phenotypic variation. HS students were taught additional activities related to mole­cular biology techniques not included in the MS curriculum. We measured undergraduates’ learning outcomes using pre/postteaching content assessments and the course final exam. Undergraduates showed significant gains in understanding of topics related to the curriculum they taught, compared with other course content, on both types of assessments. Undergraduates who taught HS students scored higher on questions specific to the HS curriculum compared with undergraduates who taught MS students, despite identical lecture content, on both types of assessments. These results indicate the positive effect of service-learning peer-teaching experiences on undergraduates’ content knowledge, even for non–science major students.  相似文献   

The Agenda-Setting Function of National Versus Local Media: A Time-Series Analysis for the Issue of Same-Sex Marriage     

Joe Bob Hester  Rhonda Gibson 《Mass Communication and Society》2013,16(3):299-317

This study compares the agenda-setting effects of national and local media on public salience in a market where an issue was both local and national with the effects in a market where it was primarily national. A new measure of public salience is also introduced. Results indicate that agenda-setting effects of local and national media are very different, with local media exerting a stronger agenda-setting influence when the issue is both local and national.  相似文献   

Management,skills and creativity: the purpose and value of instrumental reasoning in education discourse     

Howard Gibson 《牛津教育评论》2013,39(6):699-716

Reason is a heterogeneous word with many meanings and functions. Instrumental reasoning is the ‘useful but blind’ variant that, for Horkheimer, presupposes ‘the adequacy of procedures for purposes more or less taken for granted and supposedly self-explanatory’. The paper argues that the root of instrumental reasoning is to be found in Hume and Weber and suggests that the problems associated with portraying reason as ‘inert’ or ‘formal’ underpin many areas of education policy today. A scrutiny of discourses on managerialism, skills and creativity suggests that they are not only bound by instrumental reasoning but tied to unacknowledged purposes associated with what Marcuse called ‘capitalist rationality’. The paper concludes by reflecting upon Habermas’ notion of substantive reasoning that offers education a way forward.  相似文献   

Documentation Panels Enhance Teacher Education Programs     

Bobbie Gibson Warash 《Journal of Early Childhood Teacher Education》2013,34(4):437-442

Documentation of children’s projects is advantageous to their learning process and is also a good method for student teachers to observe the process of learning. Documentation panels are a unique way to help student teachers understand how children learn. Completing a panel requires a student teacher to think through a process. Teachers must learn how to ask appropriate questions that reveal the progress of the project and then reflect the information onto a panel that preserves the growth of the child’s thinking. Panels are an effective way to help student teachers convey their knowledge about young children and appropriate methods of teaching.  相似文献   

Exploring transitions into the undergraduate university world using a student-centred framework     

Suanne Gibson  Andrew Grace  Ciaran O’Sullivan  Christie Pritchard 《Teaching in Higher Education》2013,18(7):819-833

ABSTRACT

This paper presents a small-scale qualitative study, which addressed stories of ‘becoming an undergraduate student’. The work took place in one university in the South West of England and involved 4 researchers, 4 co-researchers (undergraduate students) and 12 students from a Faculty of Arts and Humanities. Stories of ‘becoming student’ were perceived and experienced by the researchers as containing complex histories, intertwined with problematic systemic processes, which combined to create challenging, political and diverse realities for students. There was a consensus amongst the researchers that institutional practices did not work to uncover these lived experiences, nor aim to understand them. The study aimed to gain further insight into what becoming a student entails, how ‘student’ is positioned by the academy and to consider how future practices could make transitions into the student world more visible, shared and understood. The work highlights how processes and experiences of becoming an undergraduate student are wide, varied and complex but there are common matters of concern; issues of resources, the importance of student networks and the impact of external perceptions. The authors suggest that if these aspects of the student world were made more visible and understood, Higher Education (H.E) may be better prepared to support positive student transition, success and overall experience.  相似文献   

Ethical (practice) perspectives in the outdoors     

Kass Gibson  Mark Leather 《Journal of Adventure Education & Outdoor Learning》2018,18(4):382-383

  相似文献   

Females exposed to 24 h of sleep deprivation do not experience greater physiological strain,but do perceive heat illness symptoms more severely,during exercise-heat stress     

Rebecca Relf  Ashley Willmott  Jessica Mee  Oliver Gibson  Arron Saunders  Mark Hayes 《Journal of sports sciences》2018,36(3):348-355

There is limited and inconclusive evidence surrounding the physiological and perceptual responses to heat stress while sleep deprived, especially for females. This study aimed to quantify the effect of 24 h sleep deprivation on physiological strain and perceptual markers of heat-related illness in females. Nine females completed two 30-min heat stress tests (HST) separated by 48 h in 39°C, 41% relative humidity at a metabolic heat production of 10 W · kg^?1. The non-sleep deprived HST was followed by the sleep deprivation (SDHST) trial for all participants during the follicular phase of the menstrual cycle. Physiological and perceptual measures were recorded at 5 min intervals during the HSTs. On the cessation of the HSTs, heat illness symptom index (HISI) was completed. HISI scores increased after sleep deprivation by 28 ± 16 versus 20 ± 16 (P = 0.01). Peak (39.40 ± 0.35°C vs. 39.35 ± 0.33°C) and change in rectal temperature (1.91 ± 0.21 vs. 1.93 ± 0.34°C), and whole body sweat rate (1.08 ± 0.31 vs. 1.15 ± 0.36 L · h^?1) did not differ (P > 0.05) between tests. No difference was observed in peak, nor rise in: heart rate, mean skin temperature, perceived exertion or thermal sensation during the HSTs. Twenty-four hours sleep deprivation increased perceptual symptoms associated with heat-related illness; however, no thermoregulatory alterations were observed.  相似文献   

Teacher education students using TPACK in science: a case study     

Rachel Sheffield  Eva Dobozy  David Gibson  Jim Mullaney  Chris Campbell 《Educational Media International》2015,52(3):227-238

Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to plan and implement lessons without considering the inclusion of Information and Communication Technologies. Simply knowing about the latest technology gadgets is not enough. Information literacy is essential in today’s information-rich learning and working environment. Students and teachers must be able to engage with diverse learning technologies efficiently and effectively in the search for the “right information” at the “right time” for the “right purpose”. Key information literacy and inquiry skills have been recognised as vital learning goals by the Australian Curriculum Assessment and Reporting Authority and the International Society for Technology in Education and are thus critical in science teacher education. This paper examines the overlap of technology, pedagogy and science content in the Technological Pedagogical and Content Knowledge (TPACK) framework and its affordances for science educators, at the intersection between technology knowledge, science pedagogy (information literacy and inquiry) and science content knowledge. Following an introduction of the TPACK framework for science education, the paper reports the research findings, which illustrate that 90% of pre-service teachers thought the experimental unit improved their understanding of the inquiry process, 88% reported more confidence in their understanding of science concepts and 94% of students reported an increase in their knowledge and confidence of Web 2.0 tools in supporting scientific inquiry in science. The implications of this study are that the online inquiry improved students’ knowledge and confidence in the skills and processes associated with inquiry and in science concepts.  相似文献   

Visions and realities of Internet use in schools: Canadian perspectives     

Susan Gibson  Dianne Oberg 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):569-585

Teachers in many countries are being expected to use the Internet in their work. Research on the Canadian experience of Internet implementation provides insights that may be valuable for researchers and educators in other countries. A three‐year study, using both quantitative and qualitative approaches, examined both the visions for Internet use and the realities of everyday practice related to Internet use in Canadian schools. Participants in the study included ministry of education officials, teacher association officials, classroom teachers, and school administrators. Findings of the study suggest that all four participant groups were positive about the visions of the Internet as a tool with the potential to contribute to the enhancement of teaching and the development of information literate students. The realities of Internet use, however, were quite different from the visions. All four participant groups reported that the Internet was being used mostly to increase access to information. Its potential as an innovative learning tool for students and for teachers was largely unrealised. Few respondents reported using the collaboration, creation, and dissemination capabilities of the Internet. This outcome appeared to be the result of limited infrastructure support, difficulties in infusing Internet use into curriculum, and lack of appropriate teacher professional development.  相似文献