Effective Implementation of ePortfolios: The Development of ePortfolios to Support Online Learning     

Kyle Cote  Tara Emmett 《理论付诸实践》2015,54(4):352-363

This article discusses the ePortfolio system for grades 9–12 at the Virtual Learning Academy Charter School (VLACS). ePortfolio implementation at VLACS developed from an Advisory course curriculum that supports students' journey toward becoming college, career, and citizenship ready. We provide a unique perspective for implementation in that VLACS is completely online. Drawing from experiences in brick-and-mortar schools, online instruction, and research on digital portfolio programs, we utilize online portfolios to build a virtual community and engage students in their learning. The article summarizes key components to ePortfolio implementation and highlights how ePortfolios enable VLACS students to both reflect on their experience as learners and demonstrate academic and professional competencies.  相似文献   

High efficiency vortex trapping of circulating tumor cells     

Manjima Dhar  Jessica Wong  Armin Karimi  James Che  Corinne Renier  Melissa Matsumoto  Melanie Triboulet  Edward B. Garon  Jonathan W. Goldman  Matthew B. Rettig  Stefanie S. Jeffrey  Rajan P. Kulkarni  Elodie Sollier  Dino Di Carlo 《Biomicrofluidics》2015,9(6)

Circulating tumor cells (CTCs) are important biomarkers for monitoring tumor dynamics and efficacy of cancer therapy. Several technologies have been demonstrated to isolate CTCs with high efficiency but achieve a low purity from a large background of blood cells. We have previously shown the ability to enrich CTCs with high purity from large volumes of blood through selective capture in microvortices using the Vortex Chip. The device consists of a narrow channel followed by a series of expansion regions called reservoirs. Fast flow in the narrow entry channel gives rise to inertial forces, which direct larger cells into trapping vortices in the reservoirs where they remain circulating in orbits. By studying the entry and stability of particles following entry into reservoirs, we discover that channel cross sectional area plays an important role in controlling the size of trapped particles, not just the orbital trajectories. Using these design modifications, we demonstrate a new device that is able to capture a wider size range of CTCs from clinical samples, uncovering further heterogeneity. This simple biophysical method opens doors for a range of downstream interventions, including genetic analysis, cell culture, and ultimately personalized cancer therapy.  相似文献   

Exploring the notion of inclusivity as facilitating students' ontological engagement for personally relevant learning     

Tara Ratnam 《European Journal of Education》2023,58(2):277-288

In India, inclusivity in education can be seen as an expression of commitment to social justice. It reflects a deep commitment to the goals of universalisation of education promoted by world agencies such as UNESCO. However, pitched between the aspirational goals of achieving equity and social justice on one hand, and the economic imperative of a competitive market on the other, inclusivity in education seems an ever-elusive goal. Students' voices and all the cultural and experiential resources they hold, are marginalised in school, contributing to alienating students from school learning. The study on which this article reports sought to support teachers glean insights from participation in a purposive modelling activity, set in a Vygotskian dialectic frame of reference. The activity focused on how learning from students and their communities can be harnessed to engage students ontologically in class, to enhance students' agentive role in an inclusive learning environment. It is rooted in a funds of knowledge approach. The qualitative data for this ethnographically oriented study have been gathered from multiple sources over 2 years and analysed thematically. The findings show that modelling not only helped teacher learning and development of practice, but also familiarised teachers with issues of equity and inclusivity. Notably, by making teachers aware of the differentiated needs of all the students in the process of invoking their unique contribution to learning from their cultural locations. The insights are used to discuss the challenges posed for teachers in making their new learning part of their teaching practice.  相似文献   

The Evaluation of Student Fitness Levels in Exercise Science and Physical Education Teacher Education Programs     

Tara B. Blackshear  Andrea T. Barton  Jennifer Moxley 《Quest (Human Kinetics)》2019,71(1):21-41

The debate on whether kinesiology students should undergo fitness testing is controversial. Some are strong proponents of fitness testing, while others are in strong opposition. As advocates for fitness testing among kinesiology majors, we aimed to assess the fitness levels of Exercise Science and Physical Education Teacher Education majors and evaluate current physical education teacher education (PETE) fitness criterion. One hundred and sixteen participants (males N = 49; females N = 67) underwent health-related fitness assessments. 37% of males and 51% of females met PETE’s fitness criteria. Both groups performed significantly better in body fat percentage and upper body strength than PETE’s acceptable (average) standards; however, most were significantly lower than target (above average) standards. Presented are fitness passing criteria for PETE majors and fitness reporting that aids in improved fitness tracking and accountability. We also highlight the need for NASPE and SHAPE America to clearly define fitness expectations for PETE majors and encourage other kinesiology faculty to consider implementing fitness testing in their programs.  相似文献   

Externalizing Behavior Problems and Low Academic Achievement: Does a Causal Relation Exist?     

Kulkarni  Tara  Sullivan  Amanda L.  Kim  Jiwon 《Educational Psychology Review》2021,33(3):915-936

Educational Psychology Review - Children’s low academic skills are associated with a variety of behavior problems and maladaptive outcomes throughout childhood and adulthood. Given the...  相似文献   

Networks of knowledge, matters of learning, and criticality in higher education     

Tara Fenwick  Richard Edwards 《Higher Education》2014,67(1):35-50

Higher education in the UK has become preoccupied with debates over the authority of knowledge and of criticality. In this article we argue that approaches to knowledge in higher education might benefit from a network sensibility that foregrounds the negotiated processes through which the material becomes entangled with the social to bring forth actions, subjectivities and ideas. We draw from a set of analytic perspectives that have arisen from actor-network theory traditionally associated with the writings of Bruno Latour. These approaches emphasise the contingent in knowledge production, even to claim that objects, knowledge or otherwise, come into being through enactment as effects within particular webs of relations. What becomes visible in such analysis is the precarious fragility of concepts and categories often assumed to be immutable, and the work required to establish their stability. We argue that this actor-network analysis helps to move away from a focus on separate entities and individuals to understand their material relationality. This analysis also foregrounds the controversies that tend to be foreclosed in what Latour calls ‘matters of fact’, and makes visible the different worlds in which knowing is evoked in practice. From this departure point the issue of interest is not which knowledge accounts are superior but how and when particular accounts become more visible or valued, how they circulate, and what work they perform in the process. These approaches afford a criticality that we argue open important entry points for rethinking curriculum, teaching and learning in higher education.  相似文献   

Fifth graders' science inquiry abilities: A comparative study of students in hands‐on and textbook curricula     

Jerome Pine  Pamela Aschbacher  Ellen Roth  Melanie Jones  Cameron McPhee  Catherine Martin  Scott Phelps  Tara Kyle  Brian Foley 《科学教学研究杂志》2006,43(5):467-484

A large number of American elementary school students are now studying science using the hands‐on inquiry curricula developed in the 1990s: Insights; Full Option Science System (FOSS); and Science and Technology for Children (STC). A goal of these programs, echoed in the National Science Education Standards, is that children should gain “abilities to do scientific inquiry” and “understanding about scientific inquiry.” We have studied the degree to which students can do inquiries by using four hands‐on performance assessments, which required one or three class periods. To be fair, the assessments avoided content that is studied in depth in the hands‐on programs. For a sample of about 1000 fifth grade students, we compared the performance of students in hands‐on curricula with an equal number of students with textbook curricula. The students were from 41 classrooms in nine school districts. The results show little or no curricular effect. There was a strong dependence on students' cognitive ability, as measured with a standard multiple‐choice instrument. There was no significant difference between boys and girls. Also, there was no difference on a multiple‐choice test, which used items released from the Trends in International Mathematics and Science Study (TIMSS). It is not completely clear whether the lack of difference on the performance assessments was a consequence of the assessments, the curricula, and/or the teaching. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 467–484, 2006  相似文献   

Oral Insulin—Fact or Fiction?     

K?GowthamarajanEmail author  Giriraj?T?Kulkarni 《Resonance》2003,8(5):38-46

Insulin is a major protein hormone secreted by the β-cells of the pancreas and is important for the control of diabetes. Insulin is usually administered to diabetic patients through subcutaneous injection. This mode of therapy has certain inherent disadvantages such as local pain, itching and insulin lipodystrophy around the injection site. Hence, pharmaceutical scientists have been trying to design an oral delivery system for insulin. Many challenges are associated with the oral delivery of insulin, relating to the physical and chemical stability of the hormone, and its absorption and metabolism in the human body. Here we discuss various strategies for the oral delivery of insulin that are being tried out, as well as methods used to improve the absorption of orally consumed insulin and to reduce its degradation by digestive enzymes. K Gowthamarajan is on the faculty of the Department of Pharmaceutics in JSS College of Pharmacy, Ootacamund. His research interests are in the area of designing drug delivery systems for peptides and proteins. He is currently involved in research on pharmaceutical applications of plant polysaccharides. Giriraj T Kulkarni is on the faculty of the Department of Pharmaceutics in JSS College of Pharmacy, Ootacamund. Currently, he is involved in research on pharmaceutical and biotechnological applications of plant polysaccharides. He has authored a book ‘Biotechnology and its Applications in Pharmacy’ for undergraduate and postgraduate students of pharmacy.  相似文献   

Does student-centered instruction engage students differently? The moderation effect of student ethnicity     

Eli Talbert  Tara Hofkens  Ming-Te Wang 《The Journal of educational research》2019,112(3):327-341

Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity. The authors used a multilevel path analysis with data from 3,883 sixth- to 12th-grade students (52.1% girls, 38.2% eligible for free/reduced lunch, 66.1% Caucasian, 23.8% African American, 7.2% multiracial, and 2.9% Asian American). The results showed that student-centered instruction was positively related to all dimensions of mathematics engagement. However, the positive association between student-centered mathematics instruction and student engagement was weaker for African American students. This study provides empirical evidence for the benefits of student-centered instruction while suggesting differential effects based on students’ ethnicity.  相似文献   

Teaching Now with the Living: A Dialogue with Teachers Investigating Contemporary Art Practices     

Tara Page  Steve Herne  Paul Dash  Helen Charman  Dennis Atkinson  Jeff Adams 《The International Journal of Art & Design Education》2006,25(2):146-155

The Education Departments of Tate Modern and Goldsmiths College collaborated with a group of teachers to find out what they understood by the term ‘contemporary art’ and to discover the conditions that enable contemporary art practices in the classroom. We explored questions with eleven teachers, from both primary and secondary schools, during the Autumn of 2004. Although the cultural/ethnic context of the schools the teachers worked within was diverse, they shared a commitment to working with contemporary art in the classroom and exploring new pedagogies in this field. Their engagement with contemporary art and their revealing and compelling experiences are documented, contextualized and summarized. Samples of the discussions form the substance of this article. This is preceded by an analysis of the success of socially‐orientated contemporary art in the wider global context and its contrast with the omission of these practices in many schools. Conclusions have been tentatively drawn about how the curriculum may be better served by the use of contemporary art, as well as the means by which new learning methods may be facilitated.  相似文献