Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning     

Drew Bush  Renee Sieber  Gale Seiler  Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.  相似文献   

Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction     

Renee Kaufmann  Brandi N. Frisby 《Communication Research Reports》2017,34(3):221-229

There are an array of reasons why instructors view personal disclosures as beneficial for the classroom, including to demonstrate caring and to make content relevant. Using the rhetorical and relational goals of instruction theory as the theoretical model, this study tested the potential for the three dimensions of disclosure (i.e., amount, negativity, relevance) to account for variance in instructor rhetorical goals (i.e., relevance) and relational goals (i.e., caring). The results highlight the importance of relevant instructor disclosures to perceiving an instructor as achieving rhetorical and relational goals within the classroom.  相似文献   

An investigation of listening and listening‐while‐reading accommodations on reading comprehension levels and rates in students with emotional disorders     

Andrea D. Hale  Christopher H. Skinner  Beth D. Winn  Renee Oliver  Jessica D. Allin  Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51

Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

One for Nine Ten: Cataloging for Consortia Collections,a UC model     

Renee Chin  Rebecca Culbertson   Shi Deng  Kathleen Garvey-Clasby  Bie-hwa Ma  Donal O'Sullivan 《Cataloging & classification quarterly》2018,56(2-3):188-213

ABSTRACT

In January 2000, the University of California created the Shared Cataloging Program (SCP). Based at the University of California, San Diego, the SCP is a “centralized cataloging model” for the California Digital Library consortium collections. This article will take an evolutionary look at the perpetual challenges of sustaining a consortial cataloging model and highlight the efforts of the SCP in the ongoing quest to eliminate the redundancy of efforts by centralizing the optimization of cataloging efficiency.  相似文献   

Teaching School Counselors and School Psychologists to Work Collaboratively     

A. Renee Staton  Tammy D. Gilligan 《Counselor Education & Supervision》2003,42(3):162-176

Counselor education programs have the responsibility to prepare school counseling graduates adequately for effective partnerships, consultation, and collaboration with other school professionals. Current practices as well as theory should inform preparation. This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in 1 southeastern state. Implications for educators and 1 training model that distinctly accentuates collaboration are presented.  相似文献   

Research and development of print materials at the Children's Television Workshop     

Nina Link  Renee Cherow-O'Leary 《Educational technology research and development : ETR & D》1990,38(4):34-44

The mission of research within The Magazine Group of the Children's Television Workshop is fourfold: (a) to ensure that each editorial product is comprehensible to and developmentally appropriate for its intended target audience, (b) to conduct formative and summative evaluations of editorial material for the Group's editors, (c) to keep all staff members of The Magazine Group apprised of the latest academic research in child development and education, and (d) to serve as an in-house advertising and market-research arm for the publisher. This article provides case studies of how research serves each of these functions and concludes with observations on how to optimize the effectiveness of print materials for children, parents, and elementary school teachers.  相似文献   

The Aryan New Era: Apocalyptic Realizations in The Turner Diaries     

Renee Brodie 《Journal of American culture (Malden, Mass. : 2003)》1998,21(3):13-22

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AN INTERVENTION TO REDUCE FEAR OF FALLING AND ENHANCE ACTIVITY: WHO IS MOST LIKELY TO BENEFIT?     

Sharon L. Tennstedt  Renee H. Lawrence  Linda Kasten 《Educational gerontology》2013,39(3-4):227-240

The reasons for sources of inactivity among older adults can be both physical and psychological. Fear of falling is a common psychological source of restricted activity. The efficacy of a group intervention to reduce fear of falling and associated activity restriction was established in a randomized controlled trial by the authors and their colleagues. The objective of this analysis was to investigate who was most likely to benefit from this intervention. Data from baseline and 12-month follow-up were used to identify predictors in change of two targeted attitudes - fear of falling and ability to manage falls - that were considered to precede change in activity level. The predictors of the two outcomes were similar. Subjects who reported less physical and social dysfunction, more concerns about falling, and greater self-efficacy in doing something about their concerns were most likely to benefit from the intervention. Men were more likely than women to achieve greater ability to manage falls. These findings can be used to target the intervention to persons in greatest need or to modify the intervention to better meet the needs of others.  相似文献   

Jack Wertheimer,Ed., Learning and Community: Jewish Supplementary Schools in the Twenty-First Century (Waltham,MA: Brandeis University Press, 2009)     

Renee Rubin Ross 《Journal of Jewish Education》2013,79(2):170-173

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