The role of teacher instructional practices in student collaboration     

Noreen M. Webb  Megan L. Franke  Marsha Ing  Angela Chan  Tondra De  Deanna Freund  Dan Battey 《Contemporary educational psychology》2008

Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one’s thinking. Less often studied is the role of teachers’ instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that support students’ explanations of their thinking, and how these teacher practices might be related to the nature of explanations that students give when asked by the teacher to collaborate with each other. The teachers observed here, all of whom received specific instruction in eliciting the details of student thinking, varied significantly in the extent to which they asked students to elaborate on their suggestions. This variation corresponded to variation across classrooms in the nature and extent of student explanations during collaborative conversations and to differences in student achievement.  相似文献   

Conceptual Learning Outcomes of Virtual Experiential Learning: Results of Google Earth Exploration in Introductory Geoscience Courses     

Kelsey S. Bitting  Marsha J. McCartney  Kathy R. Denning  Jennifer A. Roberts 《Research in Science Education》2018,48(3):533-548

Virtual globe programs such as Google Earth replicate real-world experiential learning of spatial and geographic concepts by allowing students to navigate across our planet without ever leaving campus. However, empirical evidence for the learning value of these technological tools and the experience students gain by exploration assignments framed within them remains to be quantified and compared by student demographics. This study examines the impact of a Google Earth-based exploration assignment on conceptual understanding in introductory geoscience courses at a research university in the US Midwest using predominantly traditional college-age students from a range of majors. Using repeated-measures ANOVA and paired-samples t tests, we test the significance of the activity using pretest and posttest scores on a subset of items from the Geoscience Concept Inventory, and the interactive effects of student gender and ethnicity on student score improvement. Analyses show that learning from the Google Earth exploration activity is highly significant overall and for all but one of the concept inventory items. Furthermore, we find no significant interactive effects of class format, student gender, or student ethnicity on the magnitude of the score increases. These results provide strong support for the use of experiential learning in virtual globe environments for students in introductory geoscience and perhaps other disciplines for which direct observation of our planet’s surface is conceptually relevant.  相似文献   

Get personal to communicate coming change     

Marsha Frady 《Performance Improvement》1997,36(7):32-33

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South Dakota's Model for Career and Life Planning     

Marsha Kucker 《Journal of Career Development》2000,27(2):133-148

This article provides information about how a rural state manages its resources to deliver a well-coordinated career and life planning system for students in grades 9–12. It provides information on statewide initiatives and programs, resources, and tools, and gives examples of best practices and model programs. Inherent throughout all initiatives and programs is the concept of integrating academic, vocational technical, and employability competencies so that students achieve both academic and occupational skills. It is a comprehensive effort of students, staff, parents, business/industry, and the community to assist individuals in making career and life planning decisions  相似文献   

Enrollment in physical education is associated with overall physical activity in adolescent girls     

Pate RR  Ward DS  O'Neill JR  Dowda M 《Research quarterly for exercise and sport》2007,78(4):265-270

Little is known about population-level contributions of school physical education to overall physical activity (PA) in youth. Because PA levels are lower in girls than boys, it is particularly important that the effects of PE programs in adolescent girls be understood. Thus, the purpose of this study was to determine the association of enrollment in physical education and overall physical activity participation in adolescent girls. A measurement protocol was administered to cross-sectional samples of 8th-, 9th-, and 12th-grade girls participating in a school-based PA intervention study (1998-2003). PA was assessed with the 3-Day Physical Activity Recall. Three-way analyses of variance were performed to compare groups formed on the basis of physical education enrollment. For each grade group of girls, those who were enrolled in physical education reported more moderate-to-vigorous PA and more vigorous PA than nonenrolled girls. When activity in physical education classes was deleted, 8th- and 9th-grade physical education enrollees were not more active than nonenrollees; however, 12th-grade physical education enrollees remained more active than nonenrollees. Girls who were enrolled in physical education were more physically active than nonenrolled girls in all three grade levels. These findings suggest that expanded enrollment in physical education may increase American adolescent girls' PA level.  相似文献   

Production plan and formative evaluation report     

Thomas J. Castle  E. William Clymer  Marsha Young 《Performance Improvement》1981,20(3):3-7

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Social and Environmental Factors Associated With Preschoolers' Nonsedentary Physical Activity   总被引：2，自引：0，他引：2  

William H. Brown  Karin A. Pfeiffer  Kerry L. McIver  Marsha Dowda  Cheryl L. Addy  and Russell R. Pate 《Child development》2009,80(1):45-58

The twofold purposes of the investigation were (a) to describe with direct observation data the physical activity behaviors and the accompanying social and environmental events of those behaviors for children in preschools and (b) to determine which contextual conditions were predictors of moderate to vigorous physical activity (MVPA) and nonsedentary physical activity (i.e., light activity + MVPA) for 3-, 4-, and 5-year-old children during their outdoor play. The results indicate that preschoolers' physical activity is characterized as sedentary in nature throughout their preschool day (i.e., 89% sedentary, 8% light activity, and 3% MVPA). During outdoor play periods, when children are most likely to be physically active, some contextual and social circumstances better predict their physical activity. Implications for policy makers, practitioners, and researchers are discussed.  相似文献   

Book reviews     

Rosalinda Cantú  Stephanie Houston Grey  Marsha L. Vanderford  Todd S. Frobish  Peter Simonson 《Quarterly Journal of Speech》2013,99(2):237-249

SPEAKING CHICANA: VOICE, POWER, AND IDENTITY. Edited by D. Letticia Galindo & Maria Dolores Gonzales. Tucson: University of Arizona Press, 1999; pp. viii + 226. $45.00 cloth; $19.95 paper.

CULTURAL BOUNDARIES OF SCIENCE: CREDIBILITY ON THE LINE. By Thomas Gieryn. Chicago: University Press, 1999; xiv + 398. $58.00 cloth; $16.80 paper.

ILLNESS AND CULTURE IN THE POSTMODERN AGE. By David B. Morris. Berkeley CA: University of California Press, 1998. $19.25 cloth.

DANCING IN CHAINS: NARRATIVE AND MEMORY IN POLITICAL THEORY. By Joshua F. Dienstag, Stanford, CA: Stanford University Press, 1997; pp. 1–268. $45.00; $16.95 paper.

CIVIC WARS: DEMOCRACY AND PUBLIC LIFE IN THE AMERICAN CITY DURING THE NINETEENTH CENTURY. By Mary Ryan. Berkeley: University of California Press, 1997. 376 pp. $40.00 cloth; $14.36 paper.

TELLING THE SUCCESS STORY: ACCLAIMING AND DISCLAIMING DISCOURSE. By P.J. Benoit. Albany, NY: SUNY Press, 1997. $39.50 cloth; $12.95 paper.

BLOOD SACRIFICE AND THE NATION: TOTEM RITUALS AND THE AMERICAN FLAG. Carolyn Marvin and David W. Ingle. Cambridge, UK: Cambridge University Press, 1999; pp. 398. £50.00 hardback; £18.95.  相似文献   

Initial Considerations When Applying an Instructional Sensitivity Framework: Partitioning the Variation Between and Within Classrooms for Two Mathematics Assessments     

Marsha Ing 《教育实用测度》2013,26(2):122-131

ABSTRACT

Drawing inferences about the extent to which student performance reflects instructional opportunities relies on the premise that the measure of student performance is reflective of instructional opportunities. An instructional sensitivity framework suggests that some assessments are more sensitive to detecting differences in instructional opportunities compared to other assessments. This study applies an instructional sensitivity framework to compare student performance on two different mathematics achievement measures across five states and three grade levels. Results suggest a range of variation in student performance among teachers on the same mathematics achievement measure, variation between the two different mathematics achievement measures, and variation between grade levels within the same state. Findings highlight initial considerations for educators interested in selecting and evaluating measures of student performance that are reflective of instructional opportunities.  相似文献   

Mentoring and Professional Development in Rural Head Start Classrooms     

Pamela W. Garner  Marsha Carter McLean  Badiyyah Waajid  Evelyn R. Pittman 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):293-310

The objective of this project was to develop and pilot a small-scale professional development program that incorporated substantial group and one-on-one mentoring aimed at preparing rurally based preschool teacher assistants to earn the Child Development Associate (CDA) credential. Using a framework that emphasized the relational, developmental, and contextual elements of mentoring, this qualitative case study examined both the participants’ and mentors’ perceptions of the program. Results of this study revealed overlapping themes across teacher assistants and their mentors, including readiness for the CDA credentialing process, mentoring support/relationship-building, and mutual respect.  相似文献