Learning Environments Research - Teacher–student interactions contribute to the quality of the classroom environment. Although numerous measures of these interactions exist, few target the... 相似文献
An increasing number of scholars are being trained in the field of mind, brain, and education (MBE), yet discussions of trainees' needs and how to meet them are rare. We, the inaugural International Mind, Brain, and Education Society (IMBES) Trainee Board, identify three broad needs of MBE trainees: guidance and support, greater access to and connections among the MBE community, and professional development. We report a first step to address these needs: a daylong trainee conference, which included sessions to foster connections among trainees, provide mentorship from MBE leaders, and provide knowledge and skill building for careers. Attendees' survey results suggest the conference successfully supported trainees' development. As substantial trainee needs remain, we offer specific ways that principal investigators, institutions, funding agencies, future IMBES trainee boards, and the MBE community can further address trainees' needs to support early‐career development and strengthen the MBE field generally. 相似文献
This study (N?=?326) was conducted to examine the associations among instructor humor, inappropriate conversations, and instructional dissent. First, results showed students are more likely to employ rhetorical dissent when they perceive their instructors as humorous in the classroom. Second, using expectancy violations theory as a guide, results also indicated that students’ perceptions of instructor-relevant humor moderated the relationships between enactment of inappropriate conversations and students’ expressive and vengeful dissent. These findings support the importance of employing relevant humor in course instruction, especially when instructors engage in inappropriate conversations in the college classroom. 相似文献
Education research is increasingly being recognized as a legitimate route for faculty development in universities. However, many anatomy faculty lack the appropriate training and access to experienced mentors who can help them develop their own education research projects. Inspired by the American Physiological Society’s Institute for Teaching and Learning, the coauthors proposed and developed the inaugural Anatomy Education Research Institute (AERI 2017). Funded by an American Association of Anatomists Innovations grant, the five-day institute was held in Bloomington, Indiana in July 2017. The coauthors spent two years preparing the conference schedule, inviting speakers who could discuss education research topics and mentor applicants, reviewing applications, developing assessment instruments for the institute, and hosting the institute. A total of 62 registered participants (applicants and invited speakers) attended AERI 2017. Through a series of presentations and workshops, participants were introduced to many aspects of education research and the Scholarship of Teaching and Learning, including developing rigorous education research questions, determining appropriate methods to assess these questions, and searching the education research literature. Each day also included regular time devoted to work on their own education research project with help from more experienced mentors. Throughout the conference, participants were encouraged to post information on Twitter, using the hashtag #AERI2017. Participants had strong positive impressions of the conference and strongly requested future AERI conferences be held. Follow-up analyses will assess the institute in alignment with Kirkpatrick’s Four Levels of Evaluation Model, though preliminary evaluation indicates AERI 2017 met the original aims of the proposal. 相似文献
Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated... 相似文献
Cultural Studies of Science Education - In this paper, we provide a conceptual critique of the various constructs often used to justify policies and/or research to promote equity, diversity and... 相似文献
Educational Assessment, Evaluation and Accountability - The mechanisms of academic distinction of the best students, such as the Honours Boards of Excellence and Value, emerge in Portuguese state... 相似文献
A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors’ professional development toward further implementation of these methods.