Experientially learning how to communicate science effectively: A case study on decoding science     

Monique L. R. Luisi  Shelly Rodgers  Jack C. Schultz 《科学教学研究杂志》2019,56(8):1135-1152

The need for science communication programs is matched with the need for program evaluation. This case study is an evaluation of the “Decoding Science” program (DSP) [Rodgers et al. (2018). Science Communication, 40(1), 3–32], a science communication training program, and examines key experiential-learning themes [Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall]. Specifically, we discuss the program's emphasis on learning that science communication is a process that (a) is continual, (b) involves conflict resolution, (c) requires adaptation to the world, (d) requires environmental interaction, and leads to (e) knowledge creation. Additionally, we discuss our analysis of student feedback. Results suggest that the DSP successfully utilizes experiential learning to facilitate the learning of science communication techniques and that future evaluations can lead to the development and improvement of science communication training programs.  相似文献   

Quantifying Qualitative Scholarship: A Fool’s Errand or a Methodological Necessity?     

Amy M. Magnus  Jenny S. West  Daniel W. Scott  Cheryl Maxson  Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249

This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned.  相似文献   

Depicting Watt: contextualism,myopia and the long view     

Miller  David Philip 《Metascience》2020,29(3):377-383

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Direct memberships in foreign copyright collecting societies as an entrepreneurial opportunity for music publishers – needs,challenges, opportunities and solutions     

Klingner  Stephan  Miller  Mihail  Becker  Michael  Schumacher  Frank 《Journal of Cultural Economics》2021,45(4):633-670

Journal of Cultural Economics - In the competitive, increasingly international music business, publishers are developing new ways to increase effectiveness and efficiency of the monetization of the...  相似文献   

The opportunity management program part 2. Origin and definition of the need     

Herbert R. Miller  John C. Wills 《Performance Improvement》1991,30(2):39-44

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From corporations to schools. Educating America: Lessons Learned in the Nation's Corporations. John Wiley & Sons, 1989, ISBN 0-471-60066-0, $22.95, 245 pages,hardcover     

Jack E. Bowsher  Herbert R. Miller 《Performance Improvement》1989,28(8):38-39

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The KAIT with developmental students,honor students,and freshmen     

Michael F. Shaughnessy  Jack N. Moore 《Psychology in the schools》1994,31(4):286-287

The KAIT (Kaufman Adolescent and Adult Intelligence Test) is a relatively new test of intelligence. This paper explores its use in a southwestern university with three different student groups. The results are reported and implications noted.  相似文献   

Performance appraisal lessons from thirteen years in the trenches     

Jack Zigon 《Performance Improvement》1994,33(6):3-13

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Multimethod behavioral treatment of long-term selective mutism     

T. Steuart Watson  Jack J. Kramer 《Psychology in the schools》1992,29(4):359-366

This single-subject, experimental research design examined the efficacy of treating severe, long-term selective mutism in a 9-year-old male using shaping, multiple re-inforcers, natural consequences, stimulus fading, and mild aversives. Different treatment regimens were implemented in the home and school environments. A multiple baseline design across settings with changing criterion was used to evaluate the home intervention, and an A-B-A design was used for the school intervention. The home intervention resulted in an increase in the number of verbalizations in each setting and prompted generalization to additional settings. The school intervention increased the number of people spoken to, but the results were not maintained at follow-up nor did they generalize outside of the training situation. Possible explanations for the discrepancy in maintenance and generalization data between the two programs are presented.  相似文献   

Social skills interventions across school settings: Case study reviews of students with mild disabilities     

Gregory K. Torrey  Stanley F. Vasa  John W. Maag  Jack J. Kramer 《Psychology in the schools》1992,29(3):248-255

This study investigates the efficacy of a social skills training program with seven mildly handicapped students across three school settings: regular classroom, special education resource room, and recess. It was found that social skills training generated improvement on both pre-post measures and behavior ratings. Improvements were maintained 2 weeks after treatment was discontinued for seven students. All students' performance generalized from resource room to regular classroom settings; only four students' performance generalized to the recess setting.  相似文献