Integrating Policy and Decision Making into Undergraduate Science Education     

Jay B. Labov  Nancy F. Huddleston 《CBE life sciences education》2008,7(4):347-352

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A Scarlet Pansy Goes To War: Subversion,Schlock, and an Early Gay Classic     

Jay A. Gertzman 《Journal of American culture (Malden, Mass. : 2003)》2010,33(3):230-239

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Editorial     

Jacqueline P Leighton 《Educational Measurement》2012,31(1):1-1

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Editorial     

Jacqueline P. Leighton 《Educational Measurement》2012,31(3):1-1

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Attitudes Toward Retarded Children: Effects of Evaluator's Psychological Adjustment and Age     

Jay Gottlieb 《Scandinavian Journal of Educational Research》2013,57(1):170-182

Gottlieb, J. (1969). Attitudes Toward Retarded Children: Effects of Evaluator's Psychological Adjustment and Age. Scand. J. Educ. Res. 13, 170‐182. Norwegian school children between the ages of 8‐10, 10‐12, 12‐14, and 14‐16 were divided into high and low adjustment groups on the basis of discrepancy scores between their ideal self and self scores on the semantic differential. It was hypothesized that the high adjustment group would report more favorable attitudes toward the retarded than the low adjustment group, and that attitudes would remain relatively stable with increased age. Both hypotheses were confirmed. The results were interpreted as supporting Rogers’ theory. Possible explanations for the over‐all favorable attitudes by the Norwegian Ss were also discussed.  相似文献   

WAR TIME METHODS     

Herbert W. Gates  E. LeRoy Dakin  Elmer E. Thienes  Mrs. Clara B. Beatley  Jay S. Stowell 《Religious education (Chicago, Ill.)》2013,108(6):450-454

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Editorial     

Jacqueline P. Leighton 《Educational Measurement》2011,30(1):1-2

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Improving the Cultural Competency of Social Work Students With a Social Privilege Activity     

Cynthia L. Conley  Stacy M. Deck  J. Jay Miller  Kevin Borders 《Journal of Teaching in Social Work》2017,37(3):234-248

This article describes the development and utilization of an instructional activity created by the authors for the purposes of preparing social work students for culturally competent practice with members of historically oppressed populations. Experiential activities in the classroom provide an alternative approach to traditional pedagogical methods by positioning the learner at the center of an educational process that is grounded in reality. The activity is designed to highlight the social privileges of individuals and the inherent risks that are taken when deciding to challenge or confront oppressive structures, attitudes, and behaviors.  相似文献   

Examining the effect of teachers' adaptations of a middle school science inquiry‐oriented curriculum unit on student learning     

Jay Fogleman  Katherine L. McNeill  Joseph Krajcik 《科学教学研究杂志》2011,48(2):149-169

Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011  相似文献   

Developmental continuity in theory of mind: speed and accuracy of belief-desire reasoning in children and adults     

Apperly IA  Warren F  Andrews BJ  Grant J  Todd S 《Child development》2011,82(5):1691-1703

On belief-desire reasoning tasks, children first pass tasks involving true belief before those involving false belief, and tasks involving positive desire before those involving negative desire. The current study examined belief-desire reasoning in participants old enough to pass all such tasks. Eighty-three 6- to 11-year-olds and 20 adult participants completed simple, computer-based tests of belief-desire reasoning, which recorded response times as well as error rates. Both measures suggested that, like young children, older children and adults find it more difficult to reason about false belief and negative desires than true beliefs and positive desires. It is argued that this developmental continuity is most consistent with either executive competence or executive performance accounts of the development of belief-desire reasoning.  相似文献