Spreadsheet Modeling of Hotel Room Sales and Demand Distributions Estimation     

Thin-Yin Leong  Michelle L. F. Cheong 《Decision Sciences Journal of Innovative Education》2009,7(1):89-97

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BOOK REVIEWS AND NOTES     

Michelle de Wilde 《Religious education (Chicago, Ill.)》2013,108(1):87-95

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Use of Facebook in academic health sciences libraries   总被引：1，自引：0，他引：1       下载免费PDF全文

Dean Hendrix  Deborah Chiarella  Linda Hasman  Sharon Murphy    Michelle L. Zafron 《Medical Library and Historical Journal》2009,97(1):44-47

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Teaching and Teacher Education: Complexity Redux     

Michelle E. Jordan  Robert C. Kleinsasser  Mary F. Roe 《Interchange》2013,44(3-4):275-289

Using narrative inquiry, these authors explored the diverse types of reasoning that seem to direct stakeholders’ approaches to educational decision-making. They labeled these approaches as simple, complicated, and complex. They begin their account by explaining the attributes of narrative inquiry that guided their work. Through the scholarly space their conversations created, they charted distinctions within the field of education between simple, complicated, and complex reasonings and solutions. They then turned to a selection of anchor texts from existing scholarship that furthered their grasp of these three approaches and their application to educational challenges. As suggested by the title, their ultimate leanings favored complexity. In combination, their ideas strengthened a claim that the choice of a decision making option differentially influences policy and classroom actions.  相似文献   

Textbook Questions in Context-Based and Traditional Chemistry Curricula Analysed from a Content Perspective and a Learning Activities Perspective     

Michelle Overman  Jan D. Vermunt  Paulien C. Meijer  Astrid M.W. Bulte  Mieke Brekelmans 《International Journal of Science Education》2013,35(17):2954-2978

In this study, questions in context-based and traditional chemistry textbooks were analysed from two perspectives that are at the heart of chemistry curricula reforms: a content perspective and a learning activities perspective. To analyse these textbook questions, we developed an instrument for each perspective. In total, 971 textbook questions were analysed. Textbook questions in context-based and traditional curricula appeared to differ significantly in their orientation on content and in the activation to engage students in certain learning activities. Although traditional curricula included more questions that stress traditional chemistry content and included more reproductive chemistry questions than context-based curricula, they were not always as traditional as we had expected. Context-based chemistry curricula focused more on chemistry content relating to societal/technological issues and chemistry theory development and also more questions were included that activate students to regulate their own learning. However, context-based chemistry curricula still included a considerable amount of traditional chemistry content and did not focus as much on higher order learning as we had expected. The developed instruments might be helpful in chemistry curricula design to gain insights into the content which is stressed and how students are activated by textbook questions to engage in learning.  相似文献   

Water Transformation and Storage in the Mountains and at the Coast: Midwest students’ disconnected conceptions of the hydrologic cycle     

Daniel P. Shepardson  Bryan Wee  Michelle Priddy  Lauren Schellenberger  Jon Harbor 《International Journal of Science Education》2013,35(11):1447-1471

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Multi‐level Assessment of Scientific Content Knowledge Gains Associated with Socioscientific Issues‐based Instruction     

Michelle L. Klosterman  Troy D. Sadler 《International Journal of Science Education》2013,35(8):1017-1043

This study explored the impact of using a socioscientific issue (SSI) based curriculum on developing science content knowledge. Using a multi‐level assessment design, student content knowledge gains were measured before and after implementation of a three‐week unit on global warming (a prominent SSI) that explored both the relevant science content and the controversy surrounding global warming. Measures of student content knowledge were made using a standards‐aligned content knowledge exam (distal assessment) and a curriculum‐aligned exam (proximal assessment). Data were collected from 108 students enrolled from two schools. Quantitative analysis of the distal assessment indicated that student post‐test scores were statistically significantly different than their pre‐test scores (F = 15.31, p<0.001). Qualitative analyses of student responses from the proximal assessment indicated that students, on average, expressed more accurate, more detailed, and more sophisticated understandings of global warming, the greenhouse effect, and the controversy and challenges associated with these issues following the three‐week unit. Combined results from the proximal and distal assessments explored in this study offer important evidence in supporting the efficacy of using SSI as contexts for science education. In addition to a discussion of the components of an SSI‐based curriculum, this study provides support for the use of SSI as a context for learning science content.  相似文献   

Community,love, and culture: pedagogical insights for Black students in White spaces     

V. Thandi Sulé  Tiffany Williams  Michelle Cade 《International journal of qualitative studies in education》2013,26(10):895-910

Abstract

To address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes.  相似文献   

Influence of longswing technique on the kinematics and key release parameters of the straddle Tkachev on uneven bars     

Michelle L. Manning  Gareth Irwin  Marianne J. R. Gittoes  David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):161-173

Tkachev on uneven bars is a release and re-grasp skill performed using variations of preparatory longswing techniques; the reasons why different techniques are chosen remains unclear. This study examined kinematic and key release parameters specific to three distinct techniques with the aim of understanding the relative benefits of each. During two international artistic gymnastics competitions six arch, straddle and pike longswings preceding the straddle Tkachev were recorded using twin video cameras. Calibration and movement images were digitised and reconstructed using 3D DLT. Shoulder and hip angular kinematics, angular momentum and key release parameters were compared between techniques. In the arch longswing, the first and second hip functional phases began significantly earlier than the straddle or pike. No significant differences were established for release parameters although large effect sizes for horizontal release velocity and angular momenta about the mass centre and bar were reported between the arch and other two variants. Therefore, the arch variant may provide the opportunity to develop more complex combinations following the Tkachev. Providing insight into mechanical advantages of specific longswing techniques, and highlighting those that elicit desirable characteristics offers the potential to provide coaches with objective data on technique selection and ultimately skill development.  相似文献   

A Pilot Study Exploring the Role of Physical Therapists and Transition in Care of Pediatric Patients with Cystic Fibrosis to the Adult Setting     

Lora Packel  Megha Sood  Michelle Gormley  Rebecca Hayden 《Cardiopulmonary Physical Therapy Journal》2013,24(1):24-30

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