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Jamie J. Peterson Samantha DeAngelo Nancy Mack Claudia Thompson Jennifer Cooper Arturo Sesma Jr 《Innovative Higher Education》2014,39(4):321-332
This study examined gains undergraduate students made in their communication and collaboration skills when they served as peer teachers, i.e., laboratory instructors (LIs), for a General Psychology laboratory. Self-ratings of communication and collaboration skills were completed before and after teaching the laboratory. When compared to before the teaching experience, the students rated their skills significantly higher in written expression, oral expression, and participation skills. They also rated themselves significantly higher in written comprehension and expression skills than did a comparison group of non-LIs. Results from interviews also revealed beliefs that their communication and collaboration skills had substantially increased. 相似文献
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Jamie Y. Fearrington Patricia D. Parker Pamela Kidder‐Ashley Sandra G. Gagnon Sara McCane‐Bowling Christy A. Sorrell 《Psychology in the schools》2014,51(1):85-96
Many studies have found gender differences in certain areas of academic achievement, such as reading and math. Fewer studies have examined gender disparities in writing skills. The current study explored gender differences in written expression performance. Participants were 1,240 male and female students in third through eighth grade, representing five schools in a rural southeastern school district. Each student was administered an AIMSweb curriculum‐based measurement writing probe during the district's regularly scheduled fall, winter, and spring benchmarks. All measures were scored for total words written and correct writing sequences. Two‐way repeated measures analyses of variance were used to determine whether differences existed in the sample. A significant female advantage was found on both scoring indices at each grade level. These findings have strong instructional and theoretical implications for practicing school psychologists and other educators. 相似文献
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The investigators evaluated the SOAR-High (Science, Observing, and Reporting-High School) Project, a web-based earth systems science course involving collaborating teachers and deaf students at high schools in California, Washington, DC, and Indiana. In SOAR-High, students use Internet- and computer-based technologies to gather and report information. The investigators and stakeholders identified 4 key questions: (a) Are the SOAR-High students becoming proficient in using the science process skills? (b) Do the SOAR-High curriculum materials explicitly stress the use of science process skills? (c) Do the SOAR-High students develop skills to work independently? (d) Does the SOAR-High Project aid in student motivation? Quantitative and qualitative evaluative tools to address each question included student and teacher interviews, classroom observations, performance-based tasks, and reviews of student website work. Findings showed convincing evidence for affirmative answers to all 4 questions. However, some students described difficulties with the reading levels of the SOAR-High materials; some teachers expressed concern about SOAR-High's effectiveness because of its use with students at different grade levels. 相似文献
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As the number of children and adolescents who have or are affected by HIV disease increases, so does the need to examine the preparation of counselors to work with this population. This study assessed (a) the knowledge, beliefs, and social comfort of school counselors‐in‐training, as related to working with this population, and (b) these students' concerns and perceptions about their preparedness. Participants reported high levels of general knowledge and positive beliefs; however, they also demonstrated deficits in specialized knowledge and discomfort in counseling situations. Participants expressed concerns about their preparation and ability to deal with grief issues. Implications for training counselors are discussed. 相似文献
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With the growing population of undergraduate students on our campus and an increased focus on their success, librarians at a large midwestern university were interested in the citation management styles of this university cohort. Our university library spends considerable resources each year to maintain and promote access to the robust bibliographic management tool RefWorks. A team of librarians wondered whether RefWorks might be used by undergraduate students with the same perceived enthusiasm that we have sensed in graduate students and faculty. More generally, we explored how undergraduate students were managing their citations, if and what kinds of tools they were using to ease the process of creating bibliographies, and their general workflow in incorporating citations into their academic work. 相似文献