Evaluating instruction: The complementary use of clinical interviews     

Fred N. Finley 《科学教学研究杂志》1986,23(7):635-650

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Supporting Technical Professionals’ Metacognitive Development in Technical Communication through Contrasting Rhetorical Problem Solving     

Andreas Karatsolis  Suguru Ishizaki  Marsha Lovett  Stacie Rohrbach  Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259

This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework.  相似文献   

Assessment of Student Learning Associated with Tree Thinking in an Undergraduate Introductory Organismal Biology Course     

James J. Smith  Kendra Spence Cheruvelil  Stacie Auvenshine 《CBE life sciences education》2013,12(3):542-552

Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam''s razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships.  相似文献   

“Feeling Much Smaller than You Know You Are”: The Fragmented Professional Identity of Female Sports Journalists     

Marie Hardin  Stacie Shain 《Critical Studies in Media Communication》2013,30(4):322-338

Interviews with women working as sports journalists showed that they must negotiate several tensions, including balancing their conflicting identities as woman and as professional journalist. Nevertheless, in the end, they also saw the two as compatible. They fell along a spectrum of resistance to traditional values in sports and journalism, providing evidence of cracks in hegemonic notions of what it means to be a woman covering sports.  相似文献   

Financial Accounting Standards Board Accounting Standards Codification: Implications for Access     

Janene R. Finley  Wayne E. Finley 《Behavioral & Social Sciences Librarian》2013,32(1):3-14

On July 1, 2009, the Financial Accounting Standards Board officially adopted the Accounting Standards Codification as the sole source of generally accepted accounting principles. The codification is available online, and users may either subscribe to the free Basic View or purchase the Professional View. Although both views provide access to the same content, the Professional View contains more features than the Basic View and provides a significant increase in usability. This article compares the features within the Professional and Basic Views and discusses the implications of access for librarians, researchers, faculty, and students.  相似文献   

Introduction. Early Childhood Education and the Public Schools: Reconstructing the Relationship     

Stacie G. Goffin 《Early education and development》1992,3(2):81-82

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THE SPIRIT OF THE TWENTY‐NINTH ANNUAL CONVENTION     

John H. Finley 《Religious education (Chicago, Ill.)》2013,108(6):490-492

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Implementing New York's Universal Pre-Kindergarten Program: An Exploratory Study of Systemic Impacts—A Challenge to Conventional Thought: A Commentary     

Stacie G. Goffin 《Early education and development》2013,24(4):597-600

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Preservice teachers' views of the nature of science during a postbaccalaureate science teaching program     

Bruce C. Palmquist  Fred N. Finley 《科学教学研究杂志》1997,34(6):595-615

The goals of this study were to determine preservice science teachers' views of the nature of science and to describe the changes in those views that occur during a teacher education program. Fifteen students in a postbaccalaureate secondary science teaching program at a large university participated in this study. The participants' views of science were ascertained by an investigator-developed survey and a follow-up interview administered before and after the university's science teaching methods sequence. Before entering the teaching program, the participants had a contemporary (i.e., postpositivist) view of scientific theory, knowledge, and the role of a scientist and a traditional (i.e., empiricist or positivist) view of scientific method. Initially, there was an equal number of traditional, mixed, and contemporary views of the different aspects of science. After completing the methods sequence, the number of contemporary views doubled and the number of mixed views decreased by more than half. The number of participants with an overall contemporary view of science rose from 2 to 7. Since there was little direct instruction about the nature of science, it is possible to make positive changes in preservice teachers' views of the nature of science in a teaching program in which contemporary teaching strategies such as conceptual change and cooperative learning are taught. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 595–615, 1997.  相似文献   

Changes in students' understanding of evolution resulting from different curricular and instructional strategies     

Murray S. Jensen  Fred N. Finley 《科学教学研究杂志》1996,33(8):879-900

This study assessed students' learning of evolution by natural selection within four different sections of an introductory biology course. Each section used a different combination of curricular materials (either traditional or historically rich materials) and instruction (either paired problem solving or traditional lecture). Students in the study completed pre- and postintervention evolution tests. Students' responses were analyzed to create variables for both correct and alternative conceptions of evolution. Pretest and posttest data were used to create difference scores that were compared both within and between teaching sections. Pre-to-post gains were expected in the correct (Darwinian Conception) scores, while pre-to-post losses were expected in the Alternative Conception scores. Also, students in the experimental sections were expected to perform better than those in the traditional sections. Pretest-to-posttest differences within each section showed gains in correct conceptions but few reductions in alternative conceptions. Comparisons between sections support the use of the paired problem-solving instructional strategy in conjunction with the historically rich curriculum. © 1996 John Wiley & Sons, Inc.  相似文献