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Research in Science Education - Two common reasons elementary preservice teachers have low self-efficacy with science teaching is their lack of content knowledge and past negative experiences with... 相似文献
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Children with developmental language disorder (DLD) exhibit weaknesses in the syntactic aspects of language that affect their spoken language (i.e., speaking and listening) and written language (i.e., reading and writing). Speech-language pathologists (SLP) who work with children with DLD are the team member with the greatest expertise in syntax. However, emerging data suggest that speech-language pathology (SLP) students and SLPs have limitations in their explicit syntax knowledge that may affect how they assess and treat the language and literacy knowledge and skills of children with DLD. Additionally, there is a lack of data on the outcomes of professional development specific to syntax. This paper reports on the effects of self-paced, online learning modules on SLP graduate students’ explicit syntax knowledge. Thirty-six SLP graduate students completed online syntax learning modules that taught four pairs of syntactic structures. SLP graduate students experienced a treatment effect from two of the four online training modules. Treatment effects seemed to be influenced by the syntactic skill being treated, by prior knowledge of that particular syntactic structure, and by other environmental factors, including training program. Although future studies should explore these factors further, the outcomes of this pilot study are the first to report on a way to improve SLP graduate students’, and potentially SLPs’, explicit syntax knowledge.
相似文献14.
This study identifies proficiency levels in pre-service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre-service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific level. Previous research has presented a model of proficiency levels in pre-service physics teachers' PCK; however, evidence for the model's validity is still lacking. According to the Refined Consensus Model of PCK, factors such as teachers' content knowledge (CK), their teaching experience, and their beliefs about teaching and learning science promote PCK development. Thus, understanding how and when pre-service physics teachers' CK, teaching experience, and beliefs contribute to their proficiency can bring insights into how teacher education can promote PCK development. To address this issue, N = 427 observations of pre-service physics teachers were analyzed. Utilizing the scale anchoring procedure, four different proficiency levels in pre-service physics teachers' PCK were identified. Analyzing these proficiency levels showed that lower levels can be characterized as remembering content-unspecific knowledge, whereas higher levels encompass content-specific strategies to structure and elaborate lessons. Additionally, logistic regression models revealed that pre-service physics teachers' CK is crucial for an increase in PCK proficiency. However, transitions into higher levels of PCK additionally require teaching experience and adequate beliefs about teaching and learning. Thus, our proficiency levels can be used to bring insights into how proficiency in PCK can be supported during teacher education. For example, teacher education should provide courses focusing on the science curriculum and the assessment of student learning to promote pre-service physics teachers' progression in PCK. 相似文献
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Jee Young Noh Laura Marie Elenbaas Kyung Ja Park Young Sun Chung Melanie Killen 《Early education and development》2017,28(2):240-254
Research Findings: To test children’s use of testimony of others, 3 – 9 years (N = 227) made judgments about a potential peer transgression in which the intentions of the protagonist were ambiguous, after hearing two different forms of testimony. The 2 forms of testimony were (a) opposing opinion-based testimony from an adult authority versus a peer consensus group and (b) knowledge-based testimony (eyewitness testimony) that was counter to the participants’ initial judgments. Findings revealed that when testimony was presented in an opinion-based format, children were likely to side with the opinion that reflected their own interpretation of the peer encounter, regardless of whether the opinion came from a peer consensus or an adult authority. However, when knowledge-based testimony was introduced in support of the opposite of children’s initial interpretation of the ambiguous peer encounter, children most often changed their initial judgment to align with the new testimony. That is, children used knowledge-based testimony but not opinion-based testimony to evaluate a potential transgression. Practice or Policy: These findings demonstrate that the way in which testimony is delivered to children has a direct influence on their decision making about peer interactions and has relevance for teacher–student discourse in the classroom. 相似文献
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Julian Hirt Johannes Bergmann Melanie Karrer 《Journal of the Medical Library Association》2021,109(2):275
Objective:We aimed to determine overlaps and optimal combination of multiple database retrieval and citation tracking for evidence synthesis, based on a previously conducted scoping review on facilitators and barriers to implementing nurse-led interventions in dementia care.Methods:In our 2019 scoping review, we performed a comprehensive literature search in eight databases (CENTRAL, CINAHL, Embase, Emcare, MEDLINE, Ovid Nursing Database, PsycINFO, and Web of Science Core Collection) and used citation tracking. We retrospectively analyzed the coverage and overlap of 10,527 retrieved studies published between 2015 and 2019. To analyze database overlap, we used cross tables and multiple correspondence analysis (MCA).Results:Of the retrieved studies, 6,944 were duplicates and 3,583 were unique references. Using our search strategies, considerable overlaps can be found in some databases, such as between MEDLINE and Web of Science Core Collection or between CINAHL, Emcare, and PsycINFO. Searching MEDLINE, CINAHL, and Web of Science Core Collection and using citation tracking were necessary to retrieve all included studies of our scoping review.Conclusions:Our results can contribute to enhancing future search practice related to database selection in dementia care research. However, due to limited generalizability, researchers and librarians should carefully choose databases based on the research question. More research on optimal database retrieval in dementia care research is required for the development of methodological standards. 相似文献
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This article provides an overview of the characteristics of the flipped classroom, discusses the foundations of this innovative instructional model, and analyzes the possibility of adoption and application to corporate learning platforms. The article assesses whether the flipped classroom is simply a temporary trend in education and learning or has the potential to truly revolutionize instructional design and delivery in the realm of training and development. 相似文献