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31.
Marissa Mourer 《College & Undergraduate Libraries》2017,24(2-4):501-515
ABSTRACTAs academic libraries evolve with digital humanities scholarship, subject librarians may find themselves teaching in this new pedagogical landscape before colleagues with digital humanities expertise arrive on their campus. The author provides a practical pedagogical path specifically for the subject librarian for planning, providing instruction, and evaluating a course with a significant digital humanities component. An examination of an English course is offered in addition to a detailed background of the challenges and opportunities encountered in revisiting information literacy pedagogy through student-led projects in digital humanities. 相似文献
32.
Susan M. Brookhart Marissa Andolina Megan Zuza Rosalie Furman 《Educational Studies in Mathematics》2004,57(2):213-227
Forty-one students in two third grade classes, including special education students, participated in an action research project
conducted jointly by two university supervisors, three teachers, and three student teachers. The “Minute Math” project involved
students in predicting and graphing their test scores on a weekly conventional timed test of the 0–9 multiplication facts.
Students also reflected each week on their progress and the success of their studying and problem-solving strategies. Student
self-assessment was successful at turning the rote memorization task of learning the times tables into a deeper experience
for students about monitoring their own mathematics learning.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
33.
This paper explores the Competency Tripod model and flow diagrams as two resources for enabling students' metacognition in the chemistry laboratory. It focuses on four selected students' statements in interviews, questionnaires and their performance in practical reports, examinations and tests. These students were from diverse backgrounds and all were successful in the sense that they passed the course. All four students were found to engage in metacognitive practices, all found flow diagrams extremely useful, all understood the Competency Tripod model but only two found it useful. Possible reasons for this are explored. 相似文献
34.
In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching. 相似文献
35.
Kendahl M. Shortway Marissa DeStefano Arika Aggarwal Jared Hammond Neha Mistry 《Journal of College Student Psychotherapy》2020,34(3):228-239
ABSTRACT Counselors at university counseling centers (UCCs) should be prepared to provide services to sexual assault victims and survivors, as an estimated 23% of females and 5% of males are assaulted during college, with rates being higher for sexual and gender minority students. We surveyed doctoral interns (N = 49) at UCCs regarding interns’ training and educational experiences during their graduate programs, practicum, and internship placements, as well as the services that the interns and UCCs provide to recent victims. Among our findings, 96% of the sample had expected to work with a recent victim, 82% had already done so, and only 22% perceived themselves as fully prepared to provide such services. In addition, the majority of UCC interns had focused on sexual assault cases during case conferences, didactic trainings, and supervision. These results have implications for graduate programs and internship sites. 相似文献
36.
37.
Marissa Rollnick Sabelo Manyatsi Fred Lubben John Bradley 《International Journal of Educational Development》1998,18(6):453-465
Frequently voiced complaints about gaps between different stages of education systems are seldom thoroughly explored and explained. This paper develops a model to provide a holistic analysis of educational gaps. It does so by first differentiating two aspects of a gap — a momentary and longitudinal aspect and then examining data about the system at both the macro and micro level. A Swazi case study on a perceived gap between the junior and senior secondary stage is used to illustrate the use of the model. The model proved useful in identifying aspects of the gap needing bridging, e.g. progression in teaching and assessing for higher levels, and dispelling myths about disparities that did not exist, e.g. lack of articulation in the content of the syllabus between the two stages. 相似文献
38.
Cheryl Wright Marissa L. Diener Jacqueline Lindsay Kemp 《Early Childhood Education Journal》2013,41(3):197-210
Healthy social-emotional development is promoted by building a safe, secure and respectful environment in an early childhood setting with positive and consistent relationships among adults, children, and their peers. This study explored storytelling dramas as an opportunity to build community within the context of one early childhood classroom. The study was a qualitative, interpretive analysis of 20 videotaped storytelling drama sessions containing approximately 100 stories told by children in one preschool classroom over a 6-month period. Videotapes of the 20 storytelling sessions were analyzed for patterns and themes that may represent community building within the context of one preschool classroom. Qualitative methods were used to identify themes that emerged from the videotaped data. Triangulation across investigators, time, and methods enhanced trustworthiness of interpretations. Results showed that the storytelling drama activity provided opportunities to promote community building through four emerging themes: (1) individual roles, (2) group membership, (3) inclusion, and (4) relationship building. Storytelling dramas provide teachers with an easy to implement teaching strategy that builds community and aligns with current early childhood education quality standards and child development theory. 相似文献
39.
Lisa Didion Jessica R. Toste Marissa J. Filderman 《Journal of research on educational effectiveness》2020,13(1):29-66
AbstractResearch-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed. 相似文献
40.
IJsbrand M. Kramer Hassen-Reda Dahmani Pamina Delouche Marissa Bidabe Patricia Schneeberger 《CBE life sciences education》2012,11(4):437-447
The large number of experimentally determined molecular structures has led to the development of a new semiotic system in the life sciences, with increasing use of accurate molecular representations. To determine how this change impacts students’ learning, we incorporated image tests into our introductory cell biology course. Groups of students used a single text dealing with signal transduction, which was supplemented with images made in one of three iconographic styles. Typically, we employed realistic renderings, using computer-generated Protein Data Bank (PDB) structures; realistic-schematic renderings, using shapes inspired by PDB structures; or schematic renderings, using simple geometric shapes to represent cellular components. The control group received a list of keywords. When students were asked to draw and describe the process in their own style and to reply to multiple-choice questions, the three iconographic approaches equally improved the overall outcome of the tests (relative to keywords). Students found the three approaches equally useful but, when asked to select a preferred style, they largely favored a realistic-schematic style. When students were asked to annotate “raw” realistic images, both keywords and schematic representations failed to prepare them for this task. We conclude that supplementary images facilitate the comprehension process and despite their visual clutter, realistic representations do not hinder learning in an introductory course. 相似文献