Review: Global interface Design.     

Randy Harris 《Technical Communication Quarterly》1996,5(2):202-206

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“Who are you callin' expert?”: Using student narratives to redefine expertise and advocacy lower track science     

Randy Yerrick  Jennifer Schiller  Jennifer Reisfeld 《科学教学研究杂志》2011,48(1):13-36

The purpose of this study was to construct an interpretation of lower track science students' notions of expertise in science teaching. Data were collected and transcribed from focus groups, teacher journals, classrooms events, and student artifacts. Students responded to focus group prompts over the course of a years regarding how and why they chose to learn science from their teachers based on affective attributes, advocacy/impedance, and identity. Results showed that lower track science students closely associate affective teacher attributes with effective teaching strategies. In addition, students identified advocacy or impedance in academic success based on personal experience rather than other more overt characteristics such as race or gender as a major determinant for their successful science learning. Implications for research and teacher education in diverse settings are discussed. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 48: 13–36, 2011  相似文献   

Words correct per minute: The variance in standardized reading scores accounted for by reading speed     

Jacqueline L. Williams  Christopher H. Skinner  Randy G. Floyd  Andrea D. Hale  Christine Neddenriep  Emily P. Kirk 《Psychology in the schools》2011,48(2):87-101

The measure words correct per minute (WC/M) incorporates a measure of accurate aloud word reading and a measure of reading speed. The current article describes two studies designed to parse the variance in global reading scores accounted for by reading speed. In Study I, reading speed accounted for more than 40% of the reading composite score variance in 4th‐, 5th‐, and 10th‐grade students. In Study II, reading speed accounted for more than 30% of the reading/language arts composite score variance of fourth‐ and fifth‐grade students. Across both studies, when reading speed was combined with words read correctly and converted to WC/M the additional variance accounted for was less than 10% with one exception, fourth‐grade students' reading/language arts scores. These findings are consistent with various theories regarding reading speed, provide direction for future researchers, and may assuage those concerned that WC/M is primarily a measure of aloud, accurate word reading (i.e., word calling). © 2010 Wiley Periodicals, Inc.  相似文献   

Engaging employers in assessment     

Gary Brown  Theron DesRosier  Nils Peterson  Meriem Chida  Randy Lagier 《About Campus》2009,14(5):5-14

The authors describe a pilot project in which formative feedback from industry professionals creates a genuine learning experience for students.  相似文献   

Five forms of childhood trauma: Relationships with employment in adulthood     

Randy A. Sansone  Justin S. Leung  Michael W. Wiederman 《Child abuse & neglect》2012,36(9):676-679

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Stocktank #3: At the End of an Old Yellowbrick Road     

Randy Phillis 《Journal of American culture (Malden, Mass. : 2003)》1991,14(2):113-114

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Gauging e-government: A report on implementing services among American cities   总被引：1，自引：0，他引：1  

Charles Kaylor  Randy Deshazo  David Van Eck 《Government Information Quarterly》2001,18(4)

Municipalities face a dilemma as they pursue technologically enabled modes of providing traditional services. The planning stages of e-government amount to triage: which specific municipal functions and services can a municipality afford to implement (or which services can they afford not to implement) given the costs of technology and technological capability? Little in the way of defining the leading edge of innovation among cities exists. To date, the literature on e-government “best practices” tends to stress creating standards for evaluating web-enabled services rather than for benchmarking the actual status of e-government implementation. In other words, a well-developed literature is emerging around standards by which municipal websites can be evaluated such as navigability and content standards. These standards do not give us insight, however, into the specific functions and services as they emerge on municipality websites. As a means toward addressing this lacuna, the authors created a rubric for benchmarking implementation among cities nationwide using a broad range of functional dimensions and assigning municipalities “e-scores.” In this paper, the authors describe these efforts, their approach and their findings.  相似文献   

Teaching the teacher: exploring STEM graduate students’ nature of science conceptions in a teaching methods course     

Lindsay B. Wheeler  Bridget K. Mulvey  Jennifer L. Maeng  Mila Rosa Librea-Carden  Randy L. Bell 《International Journal of Science Education》2013,35(14):1905-1925

ABSTRACT

Graduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted.  相似文献   

Making learning last: teachers’ long-term retention of improved nature of science conceptions and instructional rationales     

Bridget K. Mulvey  Randy L. Bell 《International Journal of Science Education》2013,35(1):62-85

ABSTRACT

Despite successful attempts to improve learners’ nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators’ attention. We think this question is misplaced. Instead, we build upon recent research addressing a context continuum – drawing on the strengths of both contextualised and noncontextualised NOS instruction – to improve retention. Although there are many different potential contexts for NOS instruction, this investigation focuses on science content as context. The present investigation focused on long-term retention of improved NOS conceptions and rationales for NOS instruction. Participants were all 25 teachers who completed a professional development programme (PDP) utilising a mixed contextualisation approach to NOS instruction. We classified teachers’ NOS conceptions into three levels of understanding using the Views of the Nature of Science Form-C responses and interviews three times over the year: pre-, post-, and 10-month delayed post-PDP. Results indicated that initially participants held many alternative NOS conceptions. Post-instruction, responses were substantially improved across all NOS concepts. Furthermore, nearly all of the participants’ conceptions were retained across the academic year following the PDP. Participants offered varied rationales for NOS instruction including its potential to improve students’ scientific literacy, perceptions of the relevance of science, improve positive risk-taking, and increase tolerance for differences. These results contrast favourably with previous reports of the retention of improvements in NOS conceptions over time.  相似文献   

Group communication and problem‐solving effectiveness I: A critical review of inconsistent findings   总被引：1，自引：0，他引：1  

Randy Y. Hirokawa 《Communication quarterly》2013,61(2):134-141

A review of the existing research literature indicates that, for the most part, researchers have generally failed to identify consistent and meaningful relationships between group interaction and group performance. This has led to a growing concern among small group scholars that unless a suitable explanation can be advanced to account for such failure, it may be necessary to re‐examine the widely held assumption that group interaction plays an important role in effective group performance. This paper attempts to explain why previous research has failed to identify consistent and meaningful relationships between group interaction behaviors and group performance outcomes. In addition, it offers an alternative approach to investigating the possible relationships between group interaction and group performance.  相似文献