A Comparison of Lecture-Based and Challenge-Based Learning in a Workplace Setting: Course Designs,Patterns of Interactivity,and Learning Outcomes     

Timothy K. O'Mahony  Nancy J. Vye  John D. Bransford  Elizabeth A. Sanders  Reed Stevens  Richard D. Stephens 《学习科学杂志》2013,22(1):182-206

We describe findings from a research partnership involving a global airline manufacturing company (The Boeing Company), and learning scientists and aeronautical engineers from the University of Washington. Our starting point for the partnership focused on an 8-hour introductory composites course that was designed for company employees. In phase one, learning scientists observed the company's course development activities and the course as taught by company experts. In phase two, we collaboratively designed and implemented a quasi-experimental study comparing two approaches to teaching. One involved lectures with PowerPoint slides. The second, a “challenge-based” learning approach, combined a set of composites-relevant challenges with individual, small-group, and large-group collaborative inquiry. Comparisons between these methods showed greater interaction among participants in the challenge-based group. In addition, the challenge-based group performed significantly better on posttest items requiring integration and synthesis of concepts. Increased interactivity in the challenge course provided opportunities for participants to articulate connections among concepts and may have contributed to the challenge participants' better synthesis of learned concepts. This work highlighted the benefits for learning scientists of collaborating with industry partners to explore learning in workplace settings, as these settings provide illuminating contrasts to the structures of teaching, learning, and assessment found in schools.  相似文献   

Narration and knowledge in direct solicitations     

Nancy Roundy Blyler 《Technical Communication Quarterly》2013,22(3):59-72

Although narration has been recognized as a complex mode of discourse, its role in professional communication has not been widely studied. This article examines narration in one form of professional communication—direct solicitations— and links narration to an important research issue: the social construction of knowledge, or the social justification of belief, through language. The direct solicitations are described, and the role of narration in justifying belief socially, for direct solicitations, is then discussed by examining narration and analysis as two means for organizing and expressing experience. The interweaving of these two means in direct solicitations is illustrated, but finally the importance of the narrational over the analytic in giving shape and significance to experience is asserted. Thus, the central role narratives play in justifying belief socially, for direct solicitations is described. Three sample narratives from three direct _ solicitations illustrate this discussion.  相似文献   

Fostering Continuous Improvement and Learning Through Peer Assessment: Part of an Integral Model of Assessment     

Nancy T. Davis  Evrim Genc Kumtepe  Mehmet Aydeniz 《Educational Assessment》2013,18(2):113-135

Assessment is a critical component of educational practices and thus impacts educational reform efforts. This article reviews and considers assessment from 2 perspectives: a focus on accountability and a focus on continuous improvement. A class of preservice and practicing science teachers explored notions of assessment while experiencing peer assessment as part of the class. Their online conversations about the processes of establishing quality criteria for peer assessment and their reflections on the experiences compose the primary data source. Two purposes for assessment, accountability and continuous improvement, arose from the data and created conflicts within the individuals and the class. To resolve this conflict, we propose a framework for viewing assessment as part of an integral model (Wilber, 2004 Wilber, K. 2004. Kosmic consciousness [CD], Boulder, CO: Sounds True..  [Google Scholar]) that includes and transcends the dualities.  相似文献   

The Missing Link: Latinos and Educational Opportunity Programs     

Nancy López 《Equity & Excellence in Education》2013,46(3):53-58

  相似文献   

WILL THIS COMMUNITY COLLEGE TRANSFER STUDENT SUCCEED? FACTORS AFFECTING TRANSFER STUDENT PERFORMANCE     

Barbara K. Townsend  Nancy McNerny  Allen Arnold 《Community College Journal of Research & Practice》2013,37(5)

This study focuses on the academic performance of students who transferred from a suburban community college to a private, moderately selective urban university. The purpose was to determine if certain easily ascertainable student characteristics and academic behaviors at the community college would be associated with degree persistence and completion at the university. Results indicated that the best predictor of academic success at the university was community college grade point average (GPA): As a group transfer students who entered with a GPA of 2.5 or more were able to maintain a 2.3 at the university, whereas those who entered with less than a 2.5 had an average university GPA of 1.9.  相似文献   

Concussion Management in Community College Athletics: Revealing and Understanding the Gap Between Knowledge and Practice     

Nancy Resendes Chinn  Paul Porter 《Community College Journal of Research & Practice》2013,37(6):409-423

The seriousness of concussions in athletics is only recently becoming fully understood and appreciated. There are significant implications for the concussed student-athlete both in returning to the playing field and the classroom. Although practices are now in place to improve identification and management of concussions in professional sports, little is known about how it is managed in community colleges. This mixed method study identified the extent to which California Community College athletic trainers are implementing best practices set forth by the National Athletic Trainers’ Association in their management of concussion. It also sought to understand the training, cultural pressures, and resources that may impact the degree to which community college athletic trainers implement these guidelines.  相似文献   

Wanted for Blame! Only Blacks Need Apply!     

Nancy L. Arnez 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):293-301

  相似文献   

Preschool Teachers and Children’s Emergent Writing: Supporting Diverse Learners     

Lindsay R. Dennis  Nancy K. Votteler 《Early Childhood Education Journal》2013,41(6):439-446

Early literacy skill development is critical during the preschool years. Under that umbrella is emergent writing, a small but important component of overall literacy development. This article presents two writing strategies: (1) writers’ workshop and (2) dictation within the context of storybook reading that preschool teachers can utilize to target emergent writing development. Modifications for diverse learners are also included throughout.  相似文献   

Success for All at 27: New Developments in Whole-School Reform     

Robert E. Slavin  Nancy A. Madden 《Journal of Education for Students Placed at Risk》2013,18(3-4):169-176

This article presents recent developments in Success for All, a whole-school reform approach for high-poverty schools. These include incorporation of Common Core standards, technology-enhanced methods for teaching and tutoring, and extensive use of video for students and teachers. The strong evidence base and success at scale give the program additional importance in policy.  相似文献   

Early Learning in CRESPAR     

Barbara A. Wasik  Nancy Karweit  Mary Alice Bond  Lannette Burns Woodruff  Gary Jaeger  Sarah Adee 《Journal of Education for Students Placed at Risk》2013,18(1-2):93-107

The goal of the Center for Research on the Education of Students Placed At Risk (CRESPAR) Early Learning program is to ensure that young children reach the 1st grade with the necessary skills and competencies to be effective learners. This goal has been accomplished by 2 integrated areas of research. One area of research focuses on the development of effective practices that promote the development of language and literacy skills in young children. A 2nd area of research examines the systemic issues regarding school policies and teachers' beliefs and expectations that affect classroom practices. Over the past 5 years, the CRESPAR Early Learning Program has been conducting research in these areas, which has added to our understanding of how children learn and what teachers think that they can learn.  相似文献