In Practice: Communication,communication, communication: The three rules of large‐group planning     

Robin Burroughs Davis  Randy Hanson  Judy Muyskens 《About Campus》2008,13(5):26-29

One college's commitment to large‐group planning resulted in a partnership between academic affairs and student affairs that has created positive student learning outcomes beyond the expected.  相似文献   

Journal of Research in Science Teaching annual report: January 1, 2007 to December 31, 2007     

J. Randy McGinnis  Angelo Collins  Amy Dai  Wayne Breslyn  Elaine Henry 《科学教学研究杂志》2008,45(5):525-528

  相似文献   

Perceived quality of childhood caretaking among psychiatric inpatients and its relationship to borderline personality and self-harm behavior     

Sansone RA  Gaither GA  Barclay J 《Child abuse & neglect》2002,26(11):1201-1203

  相似文献   

The JRST editorial review process     

J. Randy McGinnis  Angelo Collins 《科学教学研究杂志》2007,44(4):529-531

  相似文献   

Adding an expert to the team: The expert flight plan critic*     

Andrew Gibbons  Randy Waki  Peter Fairweather 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(2):324-335

This paper reports the development of a practical tool that provides expert feedback to students following an extended simulation exercise in cross‐country flight planning. In contrast to development for laboratory settings, the development of an expert instructional product for everyday use posed some interesting challenges, including dealing with a larger content scope, less ideal and controllable content structure, greater emphasis on the completeness and continuity of the student experience, and more stringent limits on time and money. Moreover, the transition from laboratory to real world caused the developers to think more critically of the principles of instruction embodied in the product and to place less emphasis on computer tool and technique questions. The product, which will be used in the context of routine ab initio pilot training, is described in terms of how these problems were solved and what lessons were learned that can be applied to the development of future instructional systems involving expertise.  相似文献   

The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence     

Randy G. Floyd  Kevin S. McGrew  Jeffrey J. Evans 《Psychology in the schools》2008,45(2):132-144

This study examined the relative contributions of measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock‐Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension‐Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short‐Term Memory demonstrated moderate effects. At the youngest age levels, Long‐Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual‐Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school‐age years. © 2008 Wiley Periodicals, Inc.  相似文献   

To What Extent Do Reform-prepared Upper Elementary and Middle School Science Teachers Maintain Their Beliefs and Intended Instructional Actions as they are Inducted into Schools?     

Gili Marbach-Ad  J. Randy McGinnis 《Journal of Science Teacher Education》2008,19(2):157-182

We report the results of survey research that collected responses of an identical sample (31 beginning mathematics and science teachers, elementary and middle school level) that graduated from a reform-based mathematics and science teacher preparation program, the Maryland Collaborative for Teacher Preparation (MCTP). We compared responses of the same beginning teachers over the two administrations of the survey. The 1st administration was conducted soon after the beginning teachers graduated from the MCTP program, but had not started full teaching. The 2nd administration was conducted after the new teachers had taught full time for a minimum of a full year, with the majority having taught for 2 years. Results indicated that in all areas the MCTP teachers maintained their reform-based beliefs.  相似文献   

Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health     

Erin Dowdy  Michael Furlong  Tara C. Raines  Bibliana Bovery  Beth Kauffman  Randy W. Kamphaus 《Journal of educational and psychological consultation》2015,25(2-3):178-197

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.  相似文献   

Learning by restorying     

Wayne A. Slabon  Randy L. Richards  Vanessa P. Dennen 《Instructional Science》2014,42(4):505-521

In this paper, we introduce restorying, a pedagogical approach based on social constructivism that employs successive iterations of rewriting and discussing personal, student-generated, domain-relevant stories to promote conceptual application, critical thinking, and ill-structured problem solving skills. Using a naturalistic, qualitative case study design, this study describes and analyzes how restorying promoted learning and transfer for master’s level students in two sections of a conflict management class. Data sources included course documents, course assignments, class observations, interviews, focus groups, and surveys. An inductive analytic approach using constant comparative methods was employed for analyzing qualitative data, and course section assignment performance averages were calculated for analyzing quantitative data. The restorying approach emphasizes learning new content through personal story application and story sharing among course participants. The restorying approach offers a potentially viable alternative for those not satisfied with conventional case studies. Conventional case studies may fall short in providing the desired range or complexity of problem space elements or may embed problems in contexts that are not learner relevant. Moreover, the sustained analysis of a past personal experience may result in deeper internalization of domain content and transfer of learning. While restorying may not be appropriate for some learning contexts, it holds promise for settings that can incorporate the key elements and address the adoption considerations described in this paper. The restorying approach invites one to consider how personal, student-generated, domain-relevant stories may be employed, shared, reflected upon, revised, expanded upon, and redeployed to promote achievement of desired learning outcomes.  相似文献   

Learning in Stereo: The Relationship Between Spatial Ability and 3D Digital Anatomy Models     

Leah Labranche  Timothy D. Wilson  Mark Terrell  Randy J. Kulesza 《Anatomical sciences education》2022,15(2):291-303

Three-dimensional (3D) digital anatomical models show potential to demonstrate complex anatomical relationships; however, the literature is inconsistent as to whether they are effective in improving the anatomy performance, particularly for students with low spatial visualization ability (Vz). This study investigated the educational effectiveness of a 3D stereoscopic model of the pelvis, and the relationship between learning with 3D models and Vz. It was hypothesized that participants learning with a 3D pelvis model would outperform participants learning with a two-dimensional (2D) visualization or cadaveric specimen on a spatial anatomy test, particularly when comparing those with low Vz. Participants (n = 64) were stratified into three experimental groups, who each attended a learning session with either a 3D stereoscopic model (n = 21), 2D visualization (n = 21), or cadaveric specimen (n = 22) of the pelvis. Medical and pre-medical student participants completed a multiple-choice pre-test and post-test during their respective learning session, and a long-term retention (LTR) test 2 months later. Results showed no difference in anatomy test improvement or LTR performance between the experimental groups. A simple linear regression analysis showed that within the 3D group, participants with high Vz tended to retain more than those with low Vz on the LTR test (R² = 0.31, P = 0.01). The low Vz participants may be cognitively overloaded by the complex spatial cues from the 3D stereoscopic model. Results of this study should inform resource selection and curriculum design for health professional students, with attention to the impact of Vz on learning.  相似文献