Workforce Education Models for K-12 STEM Education Programs: Reflections on,and Implications for,the NSF ITEST Program     

Reider  David  Knestis  Kirk  Malyn-Smith  Joyce 《Journal of Science Education and Technology》2016,25(6):847-858

Journal of Science Education and Technology - This article proposes a STEM workforce education logic model, tailored to the particular context of the National Science Foundation’s Innovative...  相似文献   

Research that Resonates: A Perspective on Durable and Portable Approaches to Scholarship in Technical Communication and Rhetoric of Science     

Kirk St.Amant  S. Scott Graham 《Technical Communication Quarterly》2019,28(2):99-111

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Science and technology management: Designing an undergraduate course     

Dr Chris Kirk  Mr Richard Chapman 《Research in Science Education》1992,22(1):255-259

This research focusses on the role of science educators in preparing technically educated graduates for their careers. A comparison was made between the skills and abilities in science and technology students desired by industrial employers and whether New Zealand graduates exhibit these qualities. To address some of the management-based issues identified by the research, the design of a new Science and Technology Management course is outlined. Specializations: science and technology education, co-operative education, development of professional skills. Specializations: co-operative education programmes.  相似文献   

Issues in specific learning disabilities: towards a data base for decision making     

P. Berry  S.A. Kirk 《International Journal of Disability, Development & Education》1980,27(2):115-125

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Changing practice, changing minds, from arithmetical to algebraic thinking: an application of the concerns-based adoption model (CBAM)     

Jeanne Tunks  Kirk Weller 《Educational Studies in Mathematics》2009,72(2):161-183

This study examines the process of change among grade 4 teachers (students aged 9–10 years) who participated in a yearlong Teacher Quality Grant innovation program. The concerns-based adoption model (CBAM), which informed the design and implementation of the program, was used to examine the process of change. Two questions guided the investigation: (1) How did teachers’ concerns about and levels of use of the innovation evolve during the course of the project? (2) What changes in teachers’ perceptions and practices arose as a result of the innovation? Results showed that several of the teachers’ concerns evolved from self/task toward impact. With continued support, several participants achieved routine levels of use, which they sustained beyond the project.  相似文献   

Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences     

David F. Feldon  Briana Crotwell Timmerman  Kirk A. Stowe  Richard Showman 《科学教学研究杂志》2010,47(10):1165-1185

Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double‐blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory‐based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) or was authored and delivered by an award‐winning biology instructor (control). Students receiving traditional instruction were almost six times more likely to withdraw from the course than students in the treatment condition (8.1% vs. 1.4% of initial enrollment). Of the students who completed the course, those who received the CTA‐based instruction demonstrated significantly higher levels of performance in the discussion section of their written laboratory reports. Significantly higher performances were seen specifically in the areas of analyzing data to formulate valid conclusions, considering alternative explanations, consideration for the limitations of the experimental design and implications of the research. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1165–1185, 2010  相似文献   

Matching of Male and Female Subjects Using VO2 max     

Kirk J. Cureton 《Research quarterly for exercise and sport》2013,84(2):264-268

Abstract

We compared cardiorespiratory responses to exercise on an underwater treadmill (UTM) and land treadmill (LTM) and derived an equation to estimate oxygen consumption (VO₂) during UTM exercise. Fifty-five men and women completed one LTM and five UTM exercise sessions on separate days. The UTM sessions consisted of chest-deep immersion, with 0, 25, 50, 75, and 100% water-jet resistance. All session treadmill velocities increased every 3 min from 53.6 to 187.8 m·min^-1. Cardiorespiratory responses were similar between LTM and UTM when jet resistance for UTM was ≥ 50%. Using multiple regression analysis, weight-relative VO₂ could be estimated as: VO₂ (mLO₂·kg^-1·min^-1) = 0.19248 · height (cm) + 0.17422 · jet resistance (% max) + 0.14092 · velocity (m·min^-1) - 0.12794 · weight (kg) - 27.82849, R²= .82. Our data indicate that similar LTM and UTM cardiorespiratory responses are achievable, and we provide a reasonable estimate of UTM VO₂.  相似文献   

Standards for Testing Beginning Swimming     

Thomas Kirk Cureton Jr. Ph.D. 《Research quarterly for exercise and sport》2013,84(4):54-59

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Motor Fitness Tests for High School Girls     

Mary Evangeline O'Connor  Thomas Kirk Cureton 《Research quarterly for exercise and sport》2013,84(4):302-314

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The Philosophical or Group Thinking Method of Research     

Thomas Kirk Cureton Jr. Ph.D. 《Research quarterly for exercise and sport》2013,84(3):75-83

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