The Relationship of Discipline Background to Upper Secondary Students’ Argumentation on Socioscientific Issues     

Nina Christenson  Shu-Nu Chang Rundgren  Dana L. Zeidler 《Research in Science Education》2014,44(4):581-601

In the present STEM (Science, Technology, Engineering, and Mathematics)-driven society, socioscientific issues (SSI) have become a focus globally and SSI research has grown into an important area of study in science education. Since students attending the social and science programs have a different focus in their studies and research has shown that students attending a science program are less familiar with argumentation practice, we make a comparison of the supporting reasons social science and science majors use in arguing different SSI with the goal to provide important information for pedagogical decisions about curriculum and instruction. As an analytical framework, a model termed SEE-SEP covering three aspects (of knowledge, value, and experiences) and six subject areas (of sociology/culture, economy, environment/ecology, science, ethics/morality, and policy) was adopted to analyze students’ justifications. A total of 208 upper secondary students (105 social science majors and 103 science majors) from Sweden were invited to justify and expound their arguments on four SSI including global warming, genetically modified organisms (GMO), nuclear power, and consumer consumption. The results showed that the social science majors generated more justifications than the science majors, the aspect of value was used most in students’ argumentation regardless of students’ discipline background, and justifications from the subject area of science were most often presented in nuclear power and GMO issues. We conclude by arguing that engaging teachers from different subjects to cooperate when teaching argumentation on SSI could be of great value and provide students from both social science and science programs the best possible conditions in which to develop argumentation skills.  相似文献   

The Power of Publication: A Journey Into Authorship by One Child With Learning Disabilities     

Nicole Berge  Nina Zaragoza 《Literacy》1996,30(2):32-38

This article describes the journey of Daniel, a child with learning difficulties, into authorship through one-to-one tutoring. It discusses the powerful and positive influence the introduction of book making and publication had on Daniel's enthusiasm for writing and writing fluency. All this is set within a discussion of recent work on writing process teaching.  相似文献   

The effects of perceived professor competence,warmth and gender on students’ likelihood to register for a course     

Nina Nesdoly  Christine Tulk 《Assessment & Evaluation in Higher Education》2020,45(5):666-679

Abstract

The present research examined whether students’ likelihood to take a course with a male or female professor was affected by different expectations of professors based on gender stereotypes. In an experimental vignette study, 503 undergraduate students from a Canadian university were randomly assigned to read a fictitious online review, similar to those found on RateMyProfessors.com, that varied professor gender, overall quality score and level of caring for students. Students responded to items assessing their likelihood to take a course with the professor, perceived competence and warmth of the professor, and their own gender bias. An analysis of variance revealed an interaction between professor gender, student gender, quality score and caring. When quality score was low, male students indicated a lower likelihood of taking a course with female professors who were not described as caring. Regression analyses showed, however, that students' gender bias was negatively associated with likelihood to take a course with a female professor. These results imply that student gender plays a role in evaluations of female professors who do not display stereotypical warmth but that gender bias, which is typically higher for males at the group-level, may be an underlying factor.  相似文献   

Learning challenges in higher education: an analysis of contradictions within Open Educational Practice     

Heli Kaatrakoski  Allison Littlejohn  Nina Hood 《Higher Education》2017,74(4):599-615

Open education, including the use of open educational resources (OER) and the adoption of open education practice, has the potential to challenge educators to change their practice in fundamental ways. This paper forms part of a larger study focusing on higher education educators’ learning from and through their engagement with OER. The first part of the study was a quantitative survey investigating educators’ learning behaviour when they learned to use OER in their practice. The second part of the study explored qualitatively how educators engaged with OER and how they conceptualised their learning. Data were gathered through interviews with 30 higher education educators. This paper reports the analysis of these interviews. The analysis draws on the theory of self-regulated learning and cultural–historical activity theory to explore the challenges adult education practitioners encounter when changing their practice. The study tests the application of a framework that traces the discursive manifestations of contradictions, exploring how this framework can be used to examine different aspects of self-regulated learning as educators learn how to use OER. We have identified three distinct tensions in higher education educators’ practice: tensions between the emerging needs of the individual (as he or she adopts new forms of practice) and organisational policies; between the transfer of responsibilities from educators to students as new practice is embedded and institutional accountability; and between cost efficiency and learning objectives. The framework for the discursive manifestations of contradictions was a useful tool used to surface these apparent tensions.  相似文献   

Epilepsy in Children with ASD: An Overview of Evaluation Procedures,Child Characteristics and Treatment Options     

Anne Boothe  Nina Zuna 《International Journal of Disability, Development & Education》2019,66(1):1-18

The rates of epilepsy among children with autism spectrum disorders (ASD) are higher than that of the general population. The exact prevalence and aetiology of the comorbidity of autism and epilepsy are not well understood; however, the connection is well-documented. This common comorbidity makes the treatment of epilepsy increasingly complex for children with ASD. The purpose of this article is to provide an overview of the relevant literature for individuals with epilepsy with a particular focus on individuals with both ASD and epilepsy according to the following framework: (a) evaluation procedures, (b) child characteristics and outcomes and (c) treatment options. Thirty articles met specific inclusion criteria. Several treatment options for epilepsy in children with ASD were uncovered, including medications, vagus nerve stimulation and surgery. Still, more research is needed to identify comprehensive treatments that have been empirically proven to be successful for children with ASD.  相似文献   

The Effects of Rhetorical and Content Subgoals on Writing and Learning     

Perry D. Klein  Katrina N. Haug  Nina Arcon 《Journal of Experimental Education》2017,85(2):291-308

Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); a persuasive goal + rhetorical-subgoal prompts; or a persuasive goal + content-subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content-subgoal prompts and rhetorical-subgoal prompts elicited different paths to writing and learning.  相似文献   

Improving calculus I in community colleges: It takes a [multidisciplinary] village     

Helen E. Burn  Nina White  Vilma Mesa 《Community College Journal of Research & Practice》2016,40(6):550-553

In 2010, the Mathematical Association of America began a 5-year study of Calculus I, a critical gatekeeper for students interested in science, technology, engineering, and mathematics careers. The study, titled Characteristics of Successful Programs in College Calculus, included case studies of successful Calculus I programs conducted by multidisciplinary research teams. The purpose of this article is to present the community college case study findings and to highlight the benefit of the multidisciplinary research teams. Using multiple lenses and analytical frameworks, the study identified factors that jointly contributed to Calculus I program success, including high-quality instruction, academic and social support for students, loose course coordination, a culture of faculty autonomy and trust, and attention to course placement and transfer policies. The findings suggest areas of focus for faculty, administrators, and other stakeholders working collectively to improve Calculus I in community colleges. These include faculty professional development to improve interactive lecture, strategic use of outcomes assessment, and attention to institutional placement and transfer policies.  相似文献   

Facilitating communication between education and health services: the provision for children with speech and language needs   总被引：1，自引：0，他引：1  

James Law  Geoff Lindsay  Nick Peacey  Marie Gascoigne  Nina Soloff  Julie Radford  & Sue Band 《British Journal of Special Education》2001,28(3):133-137

In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels.  相似文献   

Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students’ Situational Interest and Participation in Learning Communication     

Niels Bonderup Dohn  Nina Bonderup Dohn 《Research in Science Education》2017,47(6):1305-1329

The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students’ lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.  相似文献   

Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study     

Heike Neumann  Nina Padden  Kim McDonough 《高等教育研究与发展》2019,38(2):324-338

ABSTRACT

Past research into the relationship between English proficiency test (EPT) scores and score profiles, such as the IELTS and the TOEFL, has shown that there is not always a clear relationship between those scores and students’ subsequent academic achievement. Information about students’ academic self-concept (ASC) may provide additional information that helps predict future academic success. Research has consistently shown a positive relationship between students’ ASC and subsequent academic achievement and educational attainment in both school and higher education settings. The purpose of the current study was to examine the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success. The study focused on first year international students in undergraduate business programs at an English-medium university in Canada. The following information was collected about the student participants: grades in degree program courses, annual GPA, and EPT scores (including subscores). In addition, students completed an academic self-concept scale. To obtain additional information about success in first-year business courses, instructors in two required courses were interviewed about the academic and language requirements in their courses and the profile of successful students. Correlations between the students’ course grades, GPA, EPT scores, and ASC score were calculated. The instructor interviews were analyzed using a content analysis procedure. The findings from all data sources were triangulated and show that language ability, ASC, and other factors impact academic success during the first year in a business program. The implications of these findings are discussed.  相似文献