Enhancing critical thinking using team-based learning     

Molly Espey 《高等教育研究与发展》2018,37(1):15-29

This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.  相似文献   

Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings     

C. Cybele Raver  Stephanie M. Jones  Christine P. Li-Grining  Molly Metzger  Kina M. Champion  Latriese Sardin 《Early childhood research quarterly》2008

A primary aim of the Chicago School Readiness Project was to improve teachers’ emotionally supportive classroom practices in Head Start-funded preschool settings. Using a clustered randomized controlled trial (RCT) design, the Chicago School Readiness Project randomly assigned a treatment versus control condition to 18 Head Start sites, which included 35 classrooms led by 94 teachers who served 602 children. Teachers in the treatment condition were invited to participate in behavior management training and their classrooms were visited weekly by mental health consultants who “coached” teachers as they implemented behavior management strategies. Estimation of hierarchical linear models revealed that the multi-component intervention provided statistically significant benefits: Head Start classrooms randomized to the treatment condition were found to have statistically significantly higher levels of positive classroom climate, teacher sensitivity, and behavior management than were classrooms in the control condition (with effect sizes ranging from d = 0.52 to 0.89). Discussion of these findings reflects on policy implications and future research.  相似文献   

Promoting Inclusive Communities in Diverse Classrooms: Teacher Attunement and Social Dynamics Management     

Thomas W. Farmer  Jill V. Hamm  Molly Dawes  Katherine Barko-Alva  Jennifer Riedl Cross 《教育心理学家》2019,54(4):286-305

Classroom social integration with peers is vital to students’ school success, and all students can benefit from contact with peers who are different in various ways. Teachers are uniquely positioned to support the social adaptation of diverse learners but require an understanding of classroom dynamics. Moreover, teachers need strategies that help to leverage positive peer dynamics and that promote an engaged classroom climate for all students. Reflecting a person-in-context perspective, this review discusses the peer relations and social adjustment of students, particularly in classrooms with a diverse range of student characteristics and instructional needs, and proposes that teachers’ use of social dynamics management strategies can foster classroom communities that support the involvement and adjustment of all students.  相似文献   

Working in a Multi-Ethnic Primary School     

Molly Maughan 《English in Education》1982,16(3):23-27

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Evaluating the landscape of digital humanities librarianship     

Molly Dahl Poremski 《College & Undergraduate Libraries》2017,24(2-4):140-154

ABSTRACT

As academic librarians strive to meet the needs of their users, it is important to understand the current and constantly changing landscape of digital humanities librarianship. The author of this article investigated areas in which current LIS professionals working in digital humanities came into their various roles, how they have been trained, how they feel about their opportunities for training, and where improvements can be made. The purpose of this study was to provide an overview of the digital humanities librarian skill set and to explore what training and infrastructure are needed in the field. Rather than looking to define digital humanities as a discipline, this study provides a current profile of digital humanities librarians, allowing for the profession to align with this evolving field's scholars and practitioners.  相似文献   

Noise avoidance in the C57BL/6J mouse     

Sandra Mollenauer  Rebecca Bryson  Molly Robison  Christine Phillips 《Learning & behavior》1992,20(1):25-32

Noise was evaluated as an aversive stimulus in the C57BL/6J mouse, using a simple escape/avoidance procedure in which mice could terminate noise by entering and remaining in a designatedsafe area (corner or side) of a square apparatus. Exposed to pulsed noise of 87.5–90 dB, mice spent 45%–50% of total corner time in the safe corner or approximately 80% of total time in the safe side. Acquisition was significantly faster with moderate intensities of pulsed noise (87.5–90 dB) than it was with high-intensity pulsed noise (100 dB). In comparisons of continuous as opposed to pulsed noise, acquisition was significantly faster with continuous (87.5-dB) noise than it was with pulsed noise, and continuous noise was shown in a choice procedure to be more aversive. Continuous noise caused significant, though not severe, suppression of activity, but pulsed noise caused virtually none. Thus, pulsed noise is a mildly aversive stimuhis for C57BL/6J mice and may have promise for the study of stress-induced behaviors in freely moving animals, but continuous noise is clearly more effective for rapid short-term conditioning.  相似文献   

Efficacy of manual versus free-weight training to improve maximal strength and performance for microgravity conditions     

Michael Behringer  Thomas Schüren  Molly McCourt  Joachim Mester 《Journal of sports sciences》2016,34(7):630-636

We tested a simple and compact device designed for manual resistance training in conditions of microgravity (Self-Powered Rope Trainer Duo (SPoRT Duo)) to increase muscle performance. Twenty-four participants (20.8 ± 2.1 years) were randomly assigned to a manual resistance group (n = 12) and a free-weight group (n = 12). Participants performed eight exercises (three sets; 8–12 efforts) either with free weights or the SPoRT Duo twice a week for 6 weeks. Maximal isometric force of trunk flexion, back extension and chest press increased (P at least 0.01, d at least 0.52) both in the manual resistance group (18.4% ± 15.0%; 32.7% ± 22.7%; 15.3% ± 9.7%) and free-weight group (18.0% ± 13.9%; 26.6% ± 28.9%; 13.3% ± 7.6%). The change in maximal isometric force of wide grip row in both groups (d at best 0.38) did not reach statistical significance (P at best 0.08). The squat one-repetition-maximum increased in the manual resistance group (29.8% ± 22.1%) and the free-weight group (32.4% ± 26.6%). Jump height, determined by a jump-and-reach test, increased in the free-weight group (9.8% ± 13.2%) but not in the manual resistance group (2.0% ± 8.5%). Manual resistance training was equally effective in increasing strength as traditional resistance training with free weights. This apparatus is a useful addition to current in-flight exercise systems.  相似文献   

University and Department Influences on Scientists’ Occupational Outcomes     

Kim  Jeongeun  Ott  Molly  Dippold  Lindsey 《Research in higher education》2020,61(2):197-228

Research in Higher Education - Over 50,000 Ph.D. degrees in Science and Engineering (S&E) are awarded annually by United States (U.S.) universities, but few studies have systematically...  相似文献   

Phonological decoding enhances orthographic facilitation of vocabulary learning in first graders     

Chambrè  Susan J.  Ehri  Linnea C.  Ness  Molly 《Reading and writing》2020,33(5):1133-1162

Reading and Writing - An experiment examined orthographic facilitation of vocabulary learning, that is, whether showing students spellings of novel words during learning helps them remember the...  相似文献   

I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs,Attitudes, and Values About Teaching Science as Inquiry     

Deborah G. Herrington  Senetta F. Bancroft  Molly M. Edwards  Caroline J. Schairer 《Journal of Science Teacher Education》2016,27(2):183-204

This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.  相似文献