Pathways from prematurity and infant abilities to later cognition     

Rose SA  Feldman JF  Jankowski JJ  Van Rossem R 《Child development》2005,76(6):1172-1184

This study examined the relation of information processing in 7-month-old preterms (<1750 g at birth) and full-terms to Bayley Mental Development Indexes (MDIs) at 2 and 3 years. The infant measures were drawn from four cognitive domains: attention, speed, memory, and representational competence. Structural equation modeling showed that these measures of infant information processing mediated the effects of prematurity, and that there was a cascade of effects, with infant processing speed influencing memory and representational competence, which in turn influenced later MDI. This study shows that infant information processing mediates the effect of prematurity on later cognition, and delineates pathways whereby infant abilities relate to one another and to later outcome.  相似文献   

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS     

Kathryn N. Hayes  Christine S. Lee  Rachelle DiStefano  Dawn O’Connor  Jeffery C. Seitz 《Journal of Science Teacher Education》2016,27(2):137-164

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture instructional practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key instructional practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.  相似文献   

A promising science and literacy instructional model with Hispanic fifth grade students     

Julie K. Jackson  Margarita Huerta  Tiberio Garza 《The Journal of educational research》2020,113(2):79-92

Abstract

This study evaluated the Science and Literacy Instructional Model aimed at helping primarily Hispanic bilingual/English Learners (ELs) and economically disadvantaged fifth grade students with science achievement as measured by high-stakes standardized science achievement scores. The model combined purposeful planning, innovative academic vocabulary instruction, and a Lesson Design Lab. Difference-in proportions tests were used to determine if students at two school campuses showed positive achievement gains on a state science test. This study found statistically significant results with medium to large effect sizes at both campuses. Findings contribute to much needed research, practice, and policy in the area of effective models to assist both teachers and students in an era of high-stakes testing.  相似文献   

Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)     

Thomas Deane  Kathy Nomme  Erica Jeffery  Carol Pollock  Gülnur Birol 《CBE life sciences education》2016,15(1)

We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non–expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI’s robustness and sensitivity in capturing useful data relating to the students’ conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills.  相似文献   

Guided and Team-Based Learning for Chemical Information Literacy     

Jeffery L. Loo 《The Journal of Academic Librarianship》2013

This case study recounts a process of course design, conduct, and evaluation for a single-session chemical information literacy class using guided and team-based learning. This approach incorporates active learning, worked examples, process worksheets, and POGIL elements. The instruction followed an iterative cycle of learning exercises whereby (1) the instructor introduces an information problem or task through a short presentation, (2) student teams collaboratively work through process worksheets that guide them through the technical and analytical tasks of resolving the information problem or task, (3) the instructor serves as a facilitator to address learning needs that arise during the exercise, while student teams analyze and reflect upon the learning activity and concepts, and afterwards, (4) the class engages in a discussion as an opportunity for evaluation, further exploration, and peer instruction. Overall, the guided and team-based learning approach offers opportunities to observe student progress closely and forges a collaborative spirit between students and the instructor for an engaging and rewarding experience.  相似文献   

Communication History     

Jeffery A. Smith  Paul Heyer  Carolyn Marvin 《Communication Booknotes Quarterly》2013,44(3):70-72

PRINTERS AND PRESS FREEDOM: THE IDEOLOGY OF EARLY AMERICAN JOURNALISM by Jeffery A. Smith (New York: Oxford, 1987—$24.95: ISBN 0-19-505144-0)

COMMUNICATIONS AND HISTORY: THEORIES OF MEDIA, KNOWLEDGE, AND CIVILIZATION by Paul Heyer (Westport, CT: Greenwood Press, 1988—$37.95: ISBN 0-313-26157-1)

WHEN OLD TECHNOLOGIES WERE NEW: THINKING AB0UT COMMUNICATIONS IN THE LATE NINETEENTH CENTURY by Carolyn Marvin (New York: Oxford University Press, 1988 $34.50: ISBN 0-19-50*4468-1)  相似文献   

The Impact of Video Length on Learning in a Middle-Level Flipped Science Setting: Implications for Diversity Inclusion     

Krista Slemmons  Kele Anyanwu  Josh Hames  Dave Grabski  Jeffery Mlsna  Eric Simkins  Perry Cook 《Journal of Science Education and Technology》2018,27(5):469-479

Popularity of videos for classroom instruction has increased over the years due to affordability and user-friendliness of today’s digital video cameras. This prevalence has led to an increase in flipped, K-12 classrooms countrywide. However, quantitative data establishing the appropriate video length to foster authentic learning is limited, particularly in middle-level classrooms. We focus on this aspect of video technology in two flipped science classrooms at the middle school level to determine the optimal video length to enable learning, increase retention and support student motivation. Our results indicate that while assessments directly following short videos were slightly higher, these findings were not significantly different from scores following longer videos. While short-term retention of material did not seem to be influenced by video length, longer-term retention for males and students with learning disabilities was higher following short videos compared to long as assessed on summative assessments. Students self-report that they were more engaged, had enhanced focus, and had a perceived higher retention of content following shorter videos. This study has important implications for student learning, application of content, and the development of critical thinking skills. This is particularly paramount in an era where content knowledge is just a search engine away.  相似文献   

Developing Portfolios to Evaluate Teacher Performance in Early Childhood Education     

Jeffery I. Gelfer  Yaoying Xu  Peggy G. Perkins 《Early Childhood Education Journal》2004,32(2):127-132

One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance.  相似文献   

Associations of child sexual and physical abuse with obesity and depression in middle-aged women     

Rohde P  Ichikawa L  Simon GE  Ludman EJ  Linde JA  Jeffery RW  Operskalski BH 《Child abuse & neglect》2008,32(9):878-887

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Faculty at work: Focus on research,scholarship, and service     

Dr. Robert T. Blackburn  Jeffery P. Bieber  Janet H. Lawrence  Lois Trautvetter 《Research in higher education》1991,32(4):385-413

Within the framework of cognitive motivation theory, selected personal and environmental motivational variables for faculty in eight liberal arts and science departments from community colleges, liberal arts colleges, comprehensive colleges and universities, and research universities were regressed against faculty allocation of work effort given to research, scholarship, and service. The data came from a 1988 national survey of faculty.Gender, (sociodemographic), quality of graduate school attended, career age, andrank (career); self-competence andself-efficacy regarding research, scholarship, and service andpercent time prefer to give to research, scholarship, and service (self-valuations); andinstitutional preference, consensus andsupport, andcolleague commitment to research, scholarship, and service (perception of the environment) were entered into regressions.R ²s were generally strong (.64 for liberal arts-I institutions) and significant. For all institutional types,self-valuation (self-competence and-efficacy) motivators significantly accounted for the explained variance.Sociodemographic andcareer variables did not explain appreciable amounts of variance.  相似文献