Collaborative learning activities in graduate courses     

Julie A. Hughes Caplow  CarolAnne M. Kardash 《Innovative Higher Education》1995,19(3):207-221

Structured collaborative learning activities undertaken in two graduate level classes are described. Student and instructor perspectives on these activities are explored based on data collected through interviews, open-ended evaluation instruments, and journals. Four perspectives on collaborative learning emerged from the data: (1) student expectations; (2) instructor tolerance for ambiguity and flexibility; (3) student reliance on authority; and, (4) evaluation of student learning. Suggestions for implementing collaborative groups in graduate courses are presented.Julie A. Hughes Caplow is an Associate Professor of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. She received her Ph.D. from the University of Iowa in Higher Education Administration. Her areas of interest include postsecondary instructional strategies, faculty beliefs about teaching and knowledge, and postsecondary curricula. CarolAnne M. Kardash is an Associate Professor of Educational and Counseling Psychology at the University of Missouri-Columbia. She received her Ph.D. from Arizona State University in Educational Psychology. Her areas of interest include text processing, reading comprehension, and instructional and learning strategies.  相似文献   

Designing and building an on-line community: The struggle to support sociability in the inquiry learning forum   总被引：1，自引：0，他引：1  

Sasha A. Barab  James G. Makinster  Julie A. Moore  Donald J. Cunningham 《Educational technology research and development : ETR & D》2001,49(4):71-96

In this paper we describe the sociotechnical structures of the Inquiry Learning Forum (ILF), a Web-based professional development tool designed to support a community of inservice and preservice mathematics and science teachers creating, sharing, and improving inquiry-based pedagogical practices. Founded in our previous research and consistent with our pedagogical commitment, the technical structures of the ILF have been designed around a “visiting-the-classroom” metaphor. This decision was based on our belief that teachers need to be full participants in, and owners of, their virtual space for meaningful interaction to occur. The hallmark of this environment is that teachers with a broad range of experience and expertise can come together in an on-line environment to observe, discuss, and reflect on pedagogical theory and practice anchored to actual teaching vignettes. The goal of this paper is to share how we instantiated our pedagogical commitments and to describe the challenges we faced during the design, development, implementation, and analysis of the ILF. Toward this end, we walk the reader through our design and implementation process, highlighting our change in focus from usability to sociability issues, and movement from conceiving the ILF as an electronic structure to a sociotechnical interaction network. The ILF Design Team consists of Brian Beatty, Tom Duffy, Geraldine Haas, Chris Keslin, Sun-Myung Lee, Justin Marquis, and Kirk Sluder  相似文献   

The Second Mathematics Standard Assessment Tasks at Key Stage 1: issues of reliability raised by a five school study     

Julie Davies  Ivy Brember 《Educational studies》1994,20(2):217-222

This paper assesses the value that can be put on the mathematical Standard Assessment Task (SAT) score as an indicator of how children are doing compared to others. The results of a study of a sample of 171 Year 2 children from five randomly selected primary schools within one Local Education Authority (LEA) are presented. Pupils’ scores on Mathematics 7, a standardised mathematics test for 7 year‐olds are compared to the mathematics SAT score elicited by them in the previous half‐term. Results show that children with the same Mathematics 7 score may be designated Level 1, 2 or 3 on the mathematics SAT. Conclusions, based on such a small study, are tentative. There is a need to be aware that finding out how a child is doing may be more complicated than simply looking at the SAT results. It may be hypothesised that the 10 point assessment scale is too crude a summative device to measure children's mathematical standards accurately.  相似文献   

Science and Mathematics Teachers Working Toward Equity Through Teacher Research: Tracing Changes Across Their Research Process and Equity Views     

Mary E. Brenner  Julie A. Bianchini  Hilary A. Dwyer 《Journal of Science Teacher Education》2016,27(8):819-845

We investigated secondary science and mathematics teachers engaged in a two-and-a-half-year professional development effort focused on equity. We examined how teachers conducting research on their own instructional practices—a central learning strategy of the professional development project—informed and/or constrained their views related to three strands of equity: teachers and teaching, students and learning, and students’ families and communities. Data collected included recordings of professional development seminars and school-site meetings, three sets of individual interviews with teacher researchers, and drafts and final products of the classroom research teachers conducted. From our qualitative analyses of data, we found that most teachers addressed at least two of the three equity strands in researching their own practice. We also found that most transformed their understandings of teachers and students as a result of their teacher research process. However, teachers’ views of families and communities changed in less substantive ways. We close with recommendations for other researchers and professional developers intent on supporting science and mathematics teachers in using teacher research to work toward equity.  相似文献   

Neurocognitive function and joint attention ability in young children with autism spectrum disorder versus developmental delay   总被引：5，自引：0，他引：5  

Dawson G  Munson J  Estes A  Osterling J  McPartland J  Toth K  Carver L  Abbott R 《Child development》2002,73(2):345-358

Studies have shown that young children with autism are not impaired on prefrontal tasks relative to what would be expected for their mental age, raising questions about the executive dysfunction hypothesis of autism. These studies did not include ventromedial prefrontal tasks, however. The present study examined whether young children with autism spectrum disorder (ASD) are impaired on ventromedial prefrontal tasks, and whether performance on such tasks is correlated with a core autism symptom, joint attention ability. Seventy-two 3- to 4-year-old children with ASD, 34 3- to 4-year-old developmentally delayed children, and 39 12- to 46-month-old typically developing children, matched on mental age, were administered ventromedial and dorsolateral prefrontal tasks and joint attention tasks. Children with ASD performed similarly to comparison groups on all executive function tasks, indicating that at this early age, there is no autism-specific pattern of executive dysfunction. Ventromedial, but not dorsolateral, prefrontal task performance was strongly correlated with joint attention ability, however. The ventromedial prefrontal cortex is hypothesized to play a role in the development of joint attention and possibly some aspects of the autistic syndrome.  相似文献   

And Baby Makes Four: Predictors of Attachment Security among Preschool-Age Firstborns during the Transition to Siblinghood     

Douglas M. Teti  Julie Wolfe Sakin  Elizabeth Kucera  Kathleen M. Corns  Rina Das Eiden 《Child development》1996,67(2):579-596

The present study examined preschool-age firstborns' adjustment to siblinghood, as indexed by security of firstborn-mother attachment, in a sample of 194 2-parent families. Security of firstborn attachment decreased significantly after a secondborn's birth, but the size of the decrease was smaller among firstborns under 24 months relative to 2–5-year-olds. Mothers' marital harmony and affective involvement with firstborns predicted firstborn security before and after the baby's birth, whereas mothers' psychiatric symptoms predicted firstborn security only after the birth. Post-hoc analyses of select subgroups revealed that mothers of firstborns with high security scores before the newborn's birth, regardless of whether scores remained high or dropped after the birth, showed higher levels of psychosocial and behavioral functioning than did mothers of firstborns with consistently low security scores at both time points. However, substantial drops in firstborn security after a secondborn's birth were associated with higher maternal psychiatric symptom scores both prior to and following the birth. Results suggest that quality of firstborn adjustment to siblinghood can be predicted from both structural and familial aspects of the firstborn environment.  相似文献   

The insensitivity of schedule-induced polydipsia to conditioned taste aversions: Effect of amount consumed during conditioning     

Richard L. Hyson  Julie L. Sickel  Paul J. Kulkosky  Anthony L. Riley 《Learning & behavior》1981,9(2):281-286

In Experiment 1, animals poisoned following schedule-induced or prandial-induced saccharin consumption subsequently showed identical aversions to saccharin when tested under water deprivation. In Experiment 2, animals conditioned to avoid saccharin to similar levels under water deprivation were differentially affected when saccharin was subsequently presented on the baselines of schedule-induced and prandial-induced drinking. Together, these data indicate that the differential effects observed on schedule-induced and prandial-induced drinking when animals are poisoned following consumption under these two schedules do not reflect the differential acquisition of taste aversions, but instead reflect the differential tendencies to drink induced by the spaced and massed feedings.  相似文献   

Raising achievement with adolescents in secondary education—the school counsellor's perspective     

Julie Anne Ryan 《British Educational Research Journal》2007,33(4):551-563

This qualitative study used data from semi‐structured interviews with eight school counsellors working with adolescents in secondary education and asked them how they perceived counselling interventions as helping to raise achievement. The present context in secondary education is perceived as results led. This adheres to government policy as manifested in the National Curriculum and the examination system. However at a grass roots level there is a growing acceptance of having counsellors working in schools to support the emotional and psychological needs of children and adolescents. The counsellors identified three areas in which they felt their clients' achievement was raised through a counselling intervention: developmentally, socially and less directly, academically. Further study is called for to explore what effect applying a complementary integration and understanding of counselling and educational philosophy might have on raising achievement with adolescents in secondary education.  相似文献   

Bridging campus and field settings through professional development schools     

Julie Jacobs Henry 《Journal of Early Childhood Teacher Education》2013,34(2):93-96

Abstract

An assessment of the hopes, ambitions, and quality of life for millions of our young people leaves us with one inescapable fact—America is losing sight of many of its children and youth. There is grim and persistent evidence that our concern for the emotional and psychological well‐being of young people continues to wane—a fact that could have grave consequences for the future of our nation. This article advances a cause to which the next generation of professional teacher educators might productively dedicate themselves—a call for a renewal of spirit and a commitment to nourishing the conscience of our profession.  相似文献   

Introduction: Cultural Studies and the Question of Urgency     

Sharon Rosenberg  Anne Whitelaw  Julie Rak 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):98-106

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