Collaborating with digital tools and peers in medical education: cases and simulations as interventions in learning     

Laura Helle  Roger S?lj? 《Instructional Science》2012,40(5):737-744

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“That’s How We Roll”: A Case Study of a Recently Arrived Refugee Student in an Urban High School     

Kevin Roxas  Laura Roy 《The Urban Review》2012,44(4):468-486

This critical case study of one, Somali Bantu male high school student illuminates the struggle for recently arrived refugees at the high school level. Few educational research studies describe how recently arrived refugee students and their families make their transition to US schools (Ngo et al. in Hmong Stud J 8:1?C35, 2007; Hones and Cha in Educating new Americans: immigrant lives and learning. Erlbaum, Mahwah, 1999; Igoa in The inner world of the immigrant child. Erlbaum, Mahwah, 1995). Studies that examine how race, county of origin, and low socio-economic status affect refugee students also are few in number. Specifically Kamya (Soc Work 42:154?C165, 1997) argues that there is a compelling need for research that investigates how racism and stereotypes of Black Americans affect the experiences of African black immigrants and refugees. Rong and Brown (Educ Urban Soc 2:247?C273, 2002) add that black newcomers students often face a triple disadvantage of being black, having limited access to educational opportunity, and being poor. These challenges are particularly relevant for high school students as they have a limited amount of time to acquire proficiency in English and content area knowledge before transitioning to post-secondary education or the work force. In order to better understand how some of these processes work for a recently arrived refugee student in an urban school district, this paper examines the educational adaptation and coping strategies of one Somali Bantu male high school student and his family to the US public school system during the 2007?C2008 school year through the lens of intersectionality.  相似文献   

Association between childhood sexual abuse and transactional sex in youth aging out of foster care     

Ahrens KR  Katon W  McCarty C  Richardson LP  Courtney ME 《Child abuse & neglect》2012,36(1):75-80

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Young Breast Cancer Survivors’ Experiences of Uncertainty     

Laura E. Miller 《Journal of Applied Communication Research》2013,41(4):429-449

Evidence indicates recent increases in breast cancer diagnoses among young women. Research also suggests that younger women diagnosed with breast cancer may experience more psychological distress than older women. In-depth interviews with 25 breast cancer survivors age 40 and under were conducted to explore the uncertainties young women face throughout survivorship. Results indicate that young women experience unique sources of uncertainty and that communication may facilitate or hinder the management of uncertainty across the survivorship trajectory. Implications of these findings for theorizing on uncertainty, healthcare providers’ interactions with young women, and social networks’ communication with survivors are discussed. These data also have important implications for the practical treatment of young breast cancer survivors and applied, communicative recommendations for providers are proposed.  相似文献   

Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction     

Laura Zangori  Cory T. Forbes  Mandy Biggers 《科学教学研究杂志》2013,50(8):989-1017

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The Physical Educator in Perspective     

Laura J. Huelster 《Quest (Human Kinetics)》2013,65(1):62-66

Life in the academy is a complex and difficult journey. Future faculty must learn how to adapt and grow because the landscape of their career and higher education will constantly change. We are honored that Dr. Dan Landers asked us to contribute our thoughts regarding future faculty preparation and the Arizona State University (ASU) Preparing Future Faculty (PFF) program, in particular. In this respect, Rafer Lutz describes the impact that PFF had upon his recent job search and acclimatization to a new university. Lynda Ransdell details the ways PFF has helped her life as a junior faculty member. Important lessons include seeking true colleagues, the importance of teaching, seeking out multiple mentors, and full participation in the faculty experience.  相似文献   

Text features and preschool teachers’ use of print referencing     

Jaclyn M. Dynia  Laura M. Justice  Jill M. Pentimonti  Shayne B. Piasta  Joan N. Kaderavek 《Journal of Research in Reading》2013,36(3):261-279

Storybook features, such as linguistic richness and print salience, potentially influence how a teacher references print. This study addressed two research questions: (1) to what extent does the linguistic richness and print salience of children's storybooks relate to teachers’ use of print referencing? and (2) to what extent is there an interplay between storybooks’ linguistic richness and print salience when predicting teachers’ use of print referencing? Fifty‐seven teachers participated in a whole‐group read‐aloud intervention while including print‐referencing behaviours. Researchers analysed teacher videos in order to (1) document teachers’ use of print referencing and (2) document the storybook's linguistic features and print salience. Results indicated that print salience is highly positively related to teachers’ use of print referencing. Also, the constructs of Print Salience Metric (PSM) and total words predicted teachers’ use of print referencing, and the interaction between PSM and mean length of sentence was significant for storybooks with moderate and high PSM scores.  相似文献   

Very early language skills of fifth‐grade poor comprehenders     

Laura Justice  Andrew Mashburn  Yaacov Petscher 《Journal of Research in Reading》2013,36(2):172-185

This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth‐grade students were identified as having poor comprehension skills (n=16), poor decoding skills (n=11) or typical reading skills (n=35) based on standardised assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags.  相似文献   

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’     

Laura Colucci‐Gray  Sharmistha Das  Donald Gray  Dean Robson  Jennifer Spratt 《British Educational Research Journal》2013,39(1):126-147

This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action‐research reports pointed to a multi‐faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action‐research as a means to develop teachers’ knowledge and to recover the value of collective and creative engagements in education to guide reform.  相似文献   

Snakes and Eels and Dogs! Oh, My! Evaluating High School Students’ Tree-Thinking Skills: An Entry Point to Understanding Evolution     

Kefyn M. Catley  Brenda C. Phillips  Laura R. Novick 《Research in Science Education》2013,43(6):2327-2348

The biological community is currently undertaking one its greatest scientific endeavours, that of constructing the Tree of Life, a phylogeny intended to be an evidenced-based, predictive road map of evolutionary relationships among Earth’s biota. Unfortunately, we know very little about how such diagrams are understood, interpreted, or used as inferential tools by students—collectively referred to as tree thinking. The present study provides the first in-depth look at US high school students’ competence at tree thinking and reports how they engage cognitively with tree representations as a precursor to developing curricula that will provide an entry point into macroevolution. Sixty tenth graders completed a 12-question instrument that assessed five basic tree-thinking skills. We present data that show patterns of misunderstandings are largely congruent between tenth graders and undergraduates and identify competences that are pivotal to address during instruction. Two general principles that emerge from this study are: (a) Students need to be taught that cladograms are an authoritative source of evidence that should be weighted more than other superficial or ecological similarities; (b) students need to understand the vital importance and critical difference between most recent common ancestry and common ancestry. Further, we show how the objectives of this study are closely aligned with US and International Standards and argue that scientifically-literate citizens need at least a basic understanding of the science behind the Tree of Life to understand and engage in twenty-first century societal issues such as human health, agriculture, and biotechnology.  相似文献