The effect of an instructional intervention on middle school english learners' science and english reading achievement     

Rafael Lara‐Alecio  Fuhui Tong  Beverly J. Irby  Cindy Guerrero  Maggie Huerta  Yinan Fan 《科学教学研究杂志》2012,49(8):987-1011

This study examined the effect of a quasi‐experimental project on fifth grade English learners' achievement in state‐mandated standards‐based science and English reading assessment. A total of 166 treatment students and 80 comparison students from four randomized intermediate schools participated in the current project. The intervention consisted of on‐going professional development and specific instructional science lessons with inquiry‐based learning, direct and explicit vocabulary instruction, integration of reading and writing, and enrichment components including integration of technology, take‐home science activities, and university scientists mentoring. Results suggested a significant and positive intervention effect in favor of the treatment students as reflected in higher performance in district‐wide curriculum‐based tests of science and reading and standardized tests of oral reading fluency. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 987–1011, 2012  相似文献   

Making Generic Tutorials Content Specific: Recycling Evidence-based Practice (EBP) Tutorials for Two Disciplines     

Keven M. Jeffery  Lauren Maggio  Mary Blanchard 《Medical reference services quarterly》2013,32(1):1-9

Librarians at the Boston University Medical Center constructed two interactive online tutorials, “Introduction to EBM” and “Formulating a Clinical Question (PICO),” for a Family Medicine Clerkship and then quickly repurposed the existing tutorials to support an Evidence-based Dentistry course. Adobe's ColdFusion software was used to populate the tutorials with course-specific content based on the URL used to enter each tutorial, and a MySQL database was used to collect student input. Student responses were viewable immediately by course faculty on a password-protected Web site. The tutorials ensured that all students received the same baseline training and allowed librarians to tailor a subsequent library skills workshop to student tutorial answers. The tutorials were well-received by the medical and dental schools and have been added to mandatory first-year Evidence-based Medicine (EBM) and Evidence-based Dentistry (EBD) courses, meaning that every medical and dental student at BUMC will be expected to complete these tutorials.  相似文献   

The Treatment and Use of Best Practices for Diversity in Position Announcements for New Presidents     

Jeffery L. Wilson  Katrina A. Meyer 《Innovative Higher Education》2013,38(2):91-104

This study investigated how well institutions were communicating their commitment to diversity within position announcements for presidential openings and whether or not this communication reflected best practices in forwarding the diversity agenda for institutions. The sample included 70 institutions that advertised for a new campus president in The Chronicle of Higher Education. Using documents pertaining to the search, we applied content analysis to position announcements and campus websites dealing with presidential searches and diversity. Evidence indicated that within our sample only 13 (19 %) of institutions stated directly that they were looking for a diverse applicant pool and that only 28 (40 %) of the announcements mentioned diversity.  相似文献   

Malevolence,stigma, and social distance: Maximizing intergroup differences in HIV/AIDS discourse     

Jeffery Pittam  Cynthia Gallois 《Journal of Applied Communication Research》2013,41(1):24-43

This study examined the intergroup language used by young heterosexual Australians in conversations about HIV/AIDS and safe sex. Sixty male and 72 female heterosexuals participated in four‐person facilitated conversations (same‐sex or mixed‐sex) about HIV/AIDS and safe sex, which were recorded and transcribed. We focused on extracts concerning strangers or malevolent individuals who appear to be group members, along with extracts involving foreign national groups. Discourse analysis showed that groups at lower levels of social distance were constructed mainly in terms of individual responsibility. At moderate social distance, stereotypes were more negative, but sub‐typing was common, whereas at the highest levels, people were constructed entirely in intergroup terms. The findings of this study suggest that HTV prevention programs should make reference to all salient outgroups, so as to neutralize communicative strategies that strengthen intergroup boundaries as a means of reducing perceived personal threat of HIV infection.  相似文献   

“This Right Here Is All About Living”: Communicating the “Common Sense” About Home Stability Through CBPR and Photovoice     

Jeffery Chaichana Peterson  Mary Grace Antony  Ryan J. Thomas 《Journal of Applied Communication Research》2013,41(3):247-270

Homelessness remains a major problem in the United States as a result of urban deprivation, economic decline, a rise in housing costs, and a decline in blue-collar wages. Meanwhile, the dominant discourses around homelessness tend to frame the matter in terms of individual deviance rather than structural impediments. This study utilizes Community-Based Participatory Research and the photovoice method to articulate what a small number of “successfully home stable individuals” attribute to helping them to remain home stable as well as those factors that challenge this situation. The study analyzes how these attributions challenge the “common sense” about homelessness by refiguring the concept as a reintegration process with manifold causes and paths into and out of episodic home instability and giving voice to formerly homeless individuals who are successfully navigating reintegration into housed society.  相似文献   

Nepantlera Pedagogy: An Axiological Posture for Preparing Critically Conscious Teachers in the Borderlands     

Elva Reza-López  Luis Huerta Charles  Loui V. Reyes 《Journal of Latinos & Education》2014,13(2):107-119

Latinos in U.S.–Mexican borderlands encounter language barriers and clashing cultures. If this decade is to become one of transformation, it must grapple with the uncomfortable realities of Latino students and other minorities of color. This article delineates the theoretical perspectives of the Nepantlera pedagogy, a pedagogy with an emphasis on social justice and human dignity. Paulo Freire's ( Freire, P. 1970. Cultural action for freedom, Boston, MA: Harvard Educational Review.  [Google Scholar] 2000 Freire, P. 2000. Pedagogy of the oppressed, New York, NY: Continuum. (Original work published 1970.  [Google Scholar]) conscientization, Gloria Anzaldúa's (1999 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar], 2002 Anzaldúa, G. E. 2002. “Now let us shift … the path of conocimiento … inner work, public acts”. In This bridge we call home: Radical visions for transformation (pp. 540–578), Edited by: Anzaldúa, G. and Keating, A. New York, NY: Routledge.  [Google Scholar]) path of conocimientos and concept of Nepantla, and Mikhail Bakhtin's (1981) Bakhtin, M. M. 1981. The dialogic imagination: Four essays, Edited by: Holquist, M. Austin: University of Texas Press.  [Google Scholar] concepts of dialogism and ideological becoming frame this pedagogical pathway through praxis, identity formation, border epistemologies, language diversity, dialogue, and critical education.  相似文献   

Development of the Biological Experimental Design Concept Inventory (BEDCI)     

Thomas Deane  Kathy Nomme  Erica Jeffery  Carol Pollock  Gülnur Birol 《CBE life sciences education》2014,13(3):540-551

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines.  相似文献   

Voices of senior rural men and women on falls and fall-related injuries: “If I fall outside and get hurt,what would I do?”     

Shanthi Johnson  Bonnie Jeffery  Juanita Bacsu  Sylvia Abonyi  Nuelle Novik 《Educational gerontology》2013,39(9):599-607

ABSTRACT

This qualitative study examined the falls and fall-related injury experiences of community-dwelling rural seniors. 42 senior men and women living in two rural areas in Saskatchewan, Canada were recruited, and in-depth interviews were conducted. Analysis revealed three main themes among responses: nature of falls and injuries, causes of falls and injuries, and consequences of falls and injuries. Men and women expressed a fear of falling, which led to activity limitations; however, women were more reflective on their potential to fall and showed an increased level of preparedness compared to men. The causes of falls included activities at the time of a fall, functional limitations, chronic diseases, and personal factors such as type shoes worn. While men and women downplayed the seriousness of their falls or injuries, indicating a level of hardiness, this trend was stronger among men. None of the participants discussed the role of health care professionals or the health care system in relation to fall risk and ways of preventing falls, despite reporting adaptations to prevent and deal with consequences of falls. Overall, these findings may allude to the scarcity of health care services provided in rural communities, highlighting a need to focus on falls prevention for community-dwelling rural seniors.  相似文献   

Healthy Aging in Place: Perceptions of Rural Older Adults     

Juanita Bacsu  Bonnie Jeffery  Sylvia Abonyi  Shanthi Johnson  Nuelle Novik  Diane Martz 《Educational gerontology》2013,39(5):327-337

To date, initiatives to support healthy aging in place have focused primarily on the views of policy makers, researchers, and health professionals. This article explored the meanings, experiences, and perceptions of healthy aging in place among rural older adults. Guided by a community-based participatory research approach, this study sheds light on the perspectives of rural seniors themselves. Through semistructured interviews with 40 rural older adults, the study found that rural older adults' conceptualization of healthy aging in place consisted of factors that policy makers and health professionals would not necessarily consider. In contrast to biomedical approaches, the rural older adults situated healthy aging in place within a more holistic context of health, ranging from social interaction to maintaining an optimistic mental outlook. If policy makers and researchers are to develop more effective interventions that support rural healthy aging in place, then the importance of rural older adults' perspectives, experiences, and input must be recognized.  相似文献   

Diagnóstico y tratamiento de los retrasos en lectoescritura: Descripción psicométrica de un grupo de niños desde la práctica clínica     

Elena Huerta  Antonio Matamala 《Cultura y Educación》2013,25(3-4):113-128

Mientras los grandes principios sobre el origen de los retrasos en la adquisición de la lengua escrita siguen siendo hoy objeto de múltiples debates entre investigadores de diversas procedencias teóricas, la escuela continúa sin resolver el reto de la alfabetización de la población infantil en un porcentaje de casos relativamente elevado. Esos niños, que sin duda requieren una dedicación altamente individualizada por parte de especialistas, acuden por iniciativa de sus padres o a instancias de la propia escuela a consultas privadas o a servicios de apoyo psicopedagógicos de diversa índole, pero la dinámica de este tipo de consultas (sobrecarga de trabajo, falta de presupuesto, etc.) no permite habitualmente realizar una tarea de caracterización, control y seguimiento de la población tratada. Ese es precisamente el objetivo de este artículo, donde, en base a un respetable numero de expedientes clínicos, se ha realizado una caracterización diagnóstica y evolutiva de un grupo de niños con retraso lector, proponiendo vías de aproximación terapeutica.  相似文献