Impact of sustained professional development in STEM on outcome measures in a diverse urban district     

Robert M. Capraro  James Joseph Scheurich  Meredith Jones  Jim Morgan  Kristin Shawn Huggins 《The Journal of educational research》2016,109(2):181-196

Sustained professional development can support STEM (Science, Technology, Engineering, and Mathematics) reform. The authors describe a 3-year study of sustained professional development for 3 diverse urban schools across the salient factors of fidelity of implementation of project-based learning, development of professional learning communities, and student achievement. Qualitative and quantitative data were collected. The students who experienced the greatest fidelity of implementation exhibited the greatest gains (d = 1.41–2.03) on standardized test scores, while those with the lowest fidelity of implementation exhibited negative gains (d = –0.16 to –0.08). Qualitative data indicated teachers perceived there were multiple benefits from the implementation of project-based learning.  相似文献   

Wellness and College Type in African American Male College Students: An Examination of Differences     

Shawn L. Spurgeon 《Journal of College Counseling》2009,12(1):33-43

African American male students (N = 203) attending a historically Black college or university (HBCU) and a predominantly White institution (PWI) participated in a study to determine differences in wellness. HBCU students scored significantly higher than did PWI students on Friendship, Love, Sense of Control, and Gender Identity. PWI students scored significantly higher than did HBCU students on Sense of Worth. Implications and future research directions are suggested.  相似文献   

Progress from specificity: How to monitor the Paris Declaration in the Malawi education sector     

Laura Collins 《Prospects》2009,39(2):163-183

At the time of writing, it is not possible to measure progress accurately, or even assess the baseline status of aid effectiveness in the education sector. Twelve targets en route to the five objectives of the Paris Declaration were set and agreed by the Organization for Economic Cooperation and Development (OECD); they were to be measured nationally and monitored internationally. These indicators, though, are not specific to either the sector as a whole, or any individual country. While they provide a useful framework within which the effectiveness of aid can be pursued, specificity must be demanded at country and sector level to maximize the potential of harmonized, aligned, government-owned, accountable, and results-managed aid. This article takes a step towards addressing this problem, documenting for the first time the sector- and country-specific targets and indicators for the education sector in Malawi.  相似文献   

Considered evaluation of clinical placements in a new medical school     

Jerry Booth  Sarah Collins  Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29

This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes.  相似文献   

The World Bank,support for universities,and asymmetrical power relations in international development     

Christopher S. Collins  Robert A. Rhoads 《Higher Education》2010,59(2):181-205

This article examines the role of the World Bank in advancing higher education sectors in the developing world, considering in particular the increasing power and strength of a global knowledge-based economy. Given the powerful role that intergovernmental organizations such as the World Bank play in shaping global economic policies, the authors are concerned about how the Bank’s policies and actions may limit knowledge generation and capacity building of universities in the developing world. Relatedly, the authors use case studies of the Bank’s involvement in Thailand and Uganda to better understand the role it plays in producing and reproducing forms of global hegemony. The authors discuss hegemony in terms of neocolonialism and neoliberalism. Neocolonialism is described as forms of domination advanced by powerful nations and their institutions, while neoliberalism is understood as an economic ideology by which weaker nations may be brought into greater alignment with global trade initiatives.  相似文献   

Actors and act-ers: Enhancing inclusion and diversity in teaching and teacher education through the validation of quiet teaching     

Steve Collins  Hermia Ting 《Teaching and Teacher Education》2010

We find that Teacher Education attracts, in addition to those outgoing students who are at ease in front of a group of people, a number of student teachers who are often quiet, reserved, shy, or not at all comfortable being the center of attention. Many times these aspiring teachers have gifts and talents that are not readily apparent, yet comparable to their more outgoing peers. Often, they are caring, passionate, and reflective.  相似文献   

Assessing the impact of the Graduate Certificate in Anatomical Sciences Instruction: A post‐degree survey          下载免费PDF全文

April Richardson‐Hatcher  Brian MacPherson  Douglas Gould  Jennifer Brueckner‐Collins 《Anatomical sciences education》2018,11(5):516-524

There are few graduate programs available for pursuing a doctorate in anatomy where students gain specific training in gross anatomy dissection and the responsibilities of a medical educator. In light of this fact, the University of Kentucky created a Graduate Certificate in Anatomical Sciences Instruction in 2006. This 12‐credit hour curriculum includes detailed training in gross anatomy and/or neuroscience courses, practicum experiences, a seminar class in pedagogical literature, and a course in educational strategies for the anatomical sciences. The award of certificate completion affirms that the candidate has demonstrated faculty‐supervised proficiency in anatomy dissection, instruction in anatomy topics, and teaching strategies for anatomy. Seventeen graduate students have earned the certificate since its inception; nine students accepted teaching positions in anatomy following their graduate training and currently nine certificate graduates have assistant (six) or associate (three) professor positions in academia. In 2016, an anonymous survey including Likert‐style and open‐ended questions was emailed to all certificate graduates. Graduates favorably responded (each question averaged 4.4 or greater out of 5) that the certificate increased their awareness of teaching‐faculty responsibilities, adequately prepared them for teaching‐related duties, and positively contributed toward their first employment. Graduates indicated that the lecturing and dissection experience, awareness of faculty responsibilities, and job preparation (e.g., teaching philosophy development) were the most helpful aspects of the certificate. These results indicate that the Graduate Certificate in Anatomical Sciences Instruction is viewed by its graduates and their employers as a valuable teaching credential that can be attained alongside a basic science degree. Anat Sci Educ 11: 516–524. © 2018 American Association of Anatomists.  相似文献   

Examining the perceived value of professional judgement and decision-making in mountain leaders in the UK: a mixed-methods investigation     

L. Collins  H. J. Carson  P. Amos  D. Collins 《Journal of Adventure Education & Outdoor Learning》2018,18(2):132-147

This paper utilised a two-part mixed-methodology to examine the value placed on judgement and decision-making by a sample of qualified mountain leaders in the UK. Qualified leaders (N = 331) completed a web-based survey and a smaller sample (N = 8) were then interviewed. Survey data showed that mountain leaders place greater value on their judgements and decision-making when compared to the technical skills of mountain navigation and rope work; however, the process for developing these judgement skills was unclear. Interview data identified that judgement skills appear transferrable from other domains experienced by the leaders (e.g. emergency services, military) but are then recontextualised and modified for effective use within mountain leadership. The leaders facilitated this via a nested reflective process that combines in-action, on-action and on-action/in-context aspects that rely on metacognition. This combination of reflection and metacognition allows for rapid development of judgement making skills in-context. Implications for mountain leadership training are discussed.  相似文献   

Acute effects of intense interval training on running mechanics     

Margaret H. Collins  David J. Pearsall  Gerald S. Zavorsky  Hamid Bateni  Rene A. Turcotte  David L. Montgomery 《Journal of sports sciences》2013,31(2):83-90

The aims of this study were to determine if there are significant kinematic changes in running pattern after intense interval workouts, whether duration of recovery affects running kinematics, and whether changes in running economy are related to changes in running kinematics. Seven highly trained male endurance runners (VO 2max = 72.3 +/- 3.3 ml kg -1 min -1 ; mean +/- s) performed three interval running workouts of 10 X 400 m at a speed of 5.94 +/- 0.19 m s -1 (356 +/- 11.2 m min -1 ) with a minimum of 4 days recovery between runs. Recovery of 60, 120 or 180 s between each 400 m repetition was assigned at random. Before and after each workout, running economy and several kinematic variables were measured at speeds of 3.33 and 4.47 m s -1 (200 and 268 m min -1 ). Speed was found to have a significant effect on shank angle, knee velocity and stride length (P ? 0.05). Correlations between changes pre- and post-test for VO 2 (ml kg -1 min -1 ) and several kinematic variables were not significant (P > 0.05) at both speeds. In general, duration of recovery was not found to adversely affect running economy or the kinematic variables assessed, possibly because of intra-individual adaptations to fatigue.  相似文献   

Parameterising expertise in coaching: Past,present and future     

Christine Nash  Russell Martindale  Dave Collins  Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994

Abstract

Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches.  相似文献