Effective instruction for persisting dyslexia in upper grades: Adding hope stories and computer coding to explicit literacy instruction     

Robert Thompson  Steve Tanimoto  Ruby Dawn Lyman  Kira Geselowitz  Kristin Kawena Begay  Kathleen Nielsen  William Nagy  Robert Abbott  Marshall Raskind  Virginia Berninger 《Education and Information Technologies》2018,23(3):1043-1068

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Regaining consciousness     

Steve Torrance 《Metascience》1999,8(3):434-440

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Author’s response     

Steve Fuller 《Metascience》1998,7(2):316-319

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Teaching About Sound: A Select Historical Examination of Research     

McGinnis  J. Randy  Oliver  J. Steve 《Science & Education》1998,7(4):381-401

The teaching of the science topic sound, a popular topic in science instruction, is selectively analyzed over the past century using evidence excerpted from a prominent teacher practitioner journal (School Science And Mathematics). Shifting innovative recommendations on how teachers of science should teach the sound topic are identified in the categories of content and pedagogy. Historical connections to the scientific development of sound, identification of what constitutes the subject matter of sound, recommended general pedagogical strategies, and best practices for teaching strategies associated with the sound concept are examined. Discussion relates to the influence of contextual factors in a given time period (social and theoretical) on the design of curriculum materials used to guide instructional practice. One implication for science teacher education is the need for science teachers to develop an historically and philosophically grounded perspective by examining both the teaching practices on a science topic over an extended time and the historical scientific development of the science topic.  相似文献   

Innovation and Renewal of an E‐Learning Solution within an Insurance Corporation     

Consuelo L. Waight  Steve Downey  Tim L. Wentling  Robert Arvidson 《Performance Improvement Quarterly》2004,17(4):50-65

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Searching the right database. A comparison of four databases for psychiatry journals     

Steve Mcdonald  Libby Taylor  Clive Adams 《Health information and libraries journal》1999,16(3):151-156

Journal coverage is one factor that affects the retrieval of relevant information from bibliographic databases. The aims of this study were to investigate the coverage of databases for psychiatry journals, and to assess the overlap between databases. Psychiatry journals were identified using Ulrich’s International Periodicals Directory and then analysed to see which bibliographic databases indexed the most journals. A total of 213 abstracting and indexing services were listed as indexing at least one of the 977 psychiatry journals identified. The four most frequently cited databases (PsycLIT, EMBASE, BIOSIS and MEDLINE) indexed 506 (52%) of the psychiatry journals. Of these 506 journals, PsycLIT indexed 367 (73%), EMBASE 337 (67%), BIOSIS 243 (48%) and MEDLINE 236 (47%). Combining the databases with the highest yields (PsycLIT and EMBASE) increased the number of journals indexed to 461 (91%). The four databases combined accounted for 90% of all psychiatry journals found to be indexed by at least one abstracting and indexing service. More than 400 journals were not indexed at all. Variations in the overlap between PsycLIT, EMBASE, BIOSIS and MEDLINE, and the high proportion (35%) of journals indexed in only one of these four databases emphasize the importance of searching more than one or even two databases to ensure optimal coverage of the literature.  相似文献   

Culture wars in the classroom: Prospective teachers question science     

Karen Sullenger  Steve Turner  Hart Caplan  Joe Crummey  Rick Cuming  Cynthia Charron  Beth Corey 《科学教学研究杂志》2000,37(9):895-915

Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000  相似文献   

Following the action in action learning: towards ethnomethodological studies of (critical) action learning     

Steve Fox 《Action Learning: Research and Practice》2009,6(1):5-16

Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants (‘comrades in adversity’) in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do they learn through their developing conversation and interaction?

To answer such questions, I argue that, ‘ethnomethodology’ (the study of ‘member's methods’ or ‘folk methods’ for doing any kind of practical action) is useful for showing the intricacy of the practical learning process in action learning, as in learning in action, more generally. The paper illustrates the conversational and interactional work of members doing things and learning together in action (for example discovering things in science and in board meetings); and argues that this approach may also be used to study action learning in practice.  相似文献   

THE GENEALOGY OF JUDGEMENT: TOWARDS A DEEP HISTORY OF ACADEMIC FREEDOM     

by Steve  Fuller 《British Journal of Educational Studies》2009,57(2):164-177

ABSTRACT:  The classical conception of academic freedom associated with Wilhelm von Humboldt and the rise of the modern university has a quite specific cultural foundation that centres on the controversial mental faculty of 'judgement'. This article traces the roots of 'judgement' back to the Protestant Reformation, through its heyday as the signature feature of German idealism, and to its gradual loss of salience as both a philosophical and a psychological concept. This trajectory has been accompanied by a general shrinking in the scope of academic freedom from the promulgation of world-views to the offering of expert opinion .  相似文献   

Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study     

Philip K. Axtell  R. Steve McCallum  Sherry Mee Bell  Brian Poncy 《Psychology in the schools》2009,46(6):526-538

To investigate the influence of an innovative math fluency intervention, 36 middle‐school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). © 2009 Wiley Periodicals, Inc.  相似文献