An Investigative,Cooperative Learning Approach to the General Microbiology Laboratory     

Kyle Seifert  Amy Fenster  Judith A. Dilts  Louise Temple 《CBE life sciences education》2009,8(2):147-153

Investigative- and cooperative-based learning strategies have been used effectively in a variety of classrooms to enhance student learning and engagement. In the General Microbiology laboratory for juniors and seniors at James Madison University, these strategies were combined to make a semester-long, investigative, cooperative learning experience involving culture and identification of microbial isolates that the students obtained from various environments. To assess whether this strategy was successful, students were asked to complete a survey at the beginning and at the end of the semester regarding their comfort level with a variety of topics. For most of the topics queried, the students reported that their comfort had increased significantly during the semester. Furthermore, this group of students thought that the quality of this investigative lab experience was much better than that of any of their previous lab experiences.  相似文献   

Integrated ‘one-stop’ support for student success: recommendations from a regional university case study     

Emma Power  Carmel O’Sullivan  Megan Yih Chyn A. Kek 《高等教育研究与发展》2020,39(3):561-576

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You betcha it's random: riffle shuffling in cards games – when is enough,enough?          下载免费PDF全文

Kyle A. Caudle 《Teaching Statistics》2018,40(3):98-107

When playing card games, how many times should a deck be shuffled in order to achieve randomness? This article shows how card shuffling can be used as a classroom exercise to reinforce construction and interpretation of confidence intervals.  相似文献   

The reconceptualisation of learner-centred approaches: a Namibian case study     

Margo O&#x;Sullivan 《International Journal of Educational Development》2004,24(6):137

The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches.  相似文献   

Salience of Emotional Intelligence as a Core Characteristic of Being a Counselor     

William E. Martin  Crystal Easton  Sheilah Wilson  Michelle Takemoto  Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30

The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy.  相似文献   

Seeking insights into young children’s beliefs about mathematics and learning     

Andrea McDonough  Peter Sullivan 《Educational Studies in Mathematics》2014,87(3):279-296

Challenges for researchers wishing to gain insights into student beliefs about mathematics and learning include the identification of prompts to which young children can respond easily and which have the potential to provide meaningful insights into their beliefs. This article reports on a selection of such prompts used within an exploratory study that investigated beliefs about mathematics, learning and helping factors for learning mathematics of eight children of 8 to 9 years of age. These prompts, described as creative interviewing procedures, are classified under the key categories of visual, verbal and text-based. The article provides brief details of the study as background but focuses on discussing the nature of the tasks, and, through the inclusion of a selection of responses, illustrates their potential value as research tools for gaining insights into young children’s beliefs about mathematics and learning. It seems that teachers could use the prompts to gain alternate perspectives into children’s beliefs which in turn might inform their instruction.  相似文献   

Urban middle school students' reflections on authentic science inquiry     

María S. Rivera Maulucci  Bryan A. Brown  Salina T. Grey  Shayna Sullivan 《科学教学研究杂志》2014,51(9):1119-1149

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Relationships of Aggression Subtypes and Peer Status Among Aggressive Boys in General Education and Emotional/Behavioral Disorder (EBD) Classrooms     

Ana Carolina Useche  Amanda L. Sullivan  Welmoet Merk  Bram Orobio de Castro 《Exceptionality》2014,22(2):111-128

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Engaging MSW Students in Faculty Research: Students’ Perspectives of Involvement in a Program Evaluation     

Rebecca L. Thomas  Christina M. Chiarelli-Helminiak  Kyle Barrette  Brunilda Ferraj 《Journal of Teaching in Social Work》2013,33(3):275-288

Engaging social work students in research is challenging, in part, because of the way research is taught in the classroom and the need for learners to effectively develop connections between the “abstract world” of research concepts with the “real world” of professional experiences. This article describes the experiences of graduate social work students involved in a process and outcome evaluation of a community-based program. Analysis of student learning outcomes and the team-based model used to engage students in the evaluation are provided to put forth a paradigm of teaching social work research through direct, supervised, and collaborative engagement.  相似文献   

Children Learning to Explain Daily Celestial Motion: Understanding astronomy across moving frames of reference     

Julia D. Plummer  Kyle D. Wasko  Cynthia Slagle 《International Journal of Science Education》2013,35(14):1963-1992

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