Do We Have a Trust Problem? Exploring Undergraduate Student Views on the Tentativeness and Trustworthiness of Science     

Cobern  William W.  Adams  Betty AJ  Pleasants  Brandy A-S.  Bentley  Andrew  Kagumba  Robert 《Science & Education》2022,31(5):1209-1238

Science & Education - Science includes the fundamental attributes of durability and uncertainty; hence, we teach about the “tentative yet durable” nature of science. Public...  相似文献   

Phenomenological understanding of Black counselor education students at Predominately White Institutions,Historically Black Colleges and Universities,and Hispanic Serving Institutions     

Michael Brooks  Tyra Turner Whittaker  Yudan Wang  Justin Adams  Tazeur Matthews 《Counselor Education & Supervision》2023,62(4):339-354

The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research.  相似文献   

A Survey Study of Early Childhood Teachers’ Beliefs and Confidence about Teaching Early Math     

Jie-Qi Chen  Jennifer McCray  Margaret Adams  Christine Leow 《Early Childhood Education Journal》2014,42(6):367-377

This study reports on results from the Early Mathematics Beliefs and Confidence Survey, administered to 346 preschool teachers in a large public school system in the Midwest. Survey results depict a much more positive view of teachers’ beliefs and confidence in early math teaching than previously reported. Results also suggest that teacher confidence varies with specific types of math knowledge and teaching abilities, and assessing math learning is a specific area where teachers lack confidence. Examining confidence in their math abilities and in teaching early math, results indicate that teachers are more confident teaching math and remain confident in teaching even when confidence in their abilities is low. Implications of results for early math professional development are discussed.  相似文献   

IV: When Things Get Hard     

Malke Rosenfeld  Meg Robson Mahoney  Kim Jordan  Spoon Jackson  Bonnie Gabel  Holly Adams 《Teaching Artist Journal》2014,12(4):243-251

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Correction to: Effect of surrogate design on the measured stiffness of snowboarding wrist protectors     

Caroline Adams  David James  Terry Senior  Tom Allen  Nick Hamilton 《Sports Engineering》2018,21(3):227-227

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Mediating Our Knowledge     

Marie Jeanne Adams 《Curator: The Museum Journal》1983,26(4):275-286

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Cd-I and training: A perfect fit?     

Dawn L. Adams 《Performance Improvement》1995,34(6):28-33

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Correction to: Plotting Academic Innovation: A Content Analysis of Twenty Institutional Websites     

Barger  Adam P.  Leffel  Kelly Govain  Lott  Mia 《Innovative Higher Education》2022,47(5):895-895

Innovative Higher Education -  相似文献   

Classification of all pharmacological interventions tested in trials relevant to people with schizophrenia: A study-based analysis     

Farhad Shokraneh  Clive E. Adams 《Health information and libraries journal》2023,40(2):201-216

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Testing the relationship between a need thwarting classroom environment and student disengagement     

Adigun  Olajumoke Beulah  Fiegener  Ashlyn M.  Adams  Curt M. 《European Journal of Psychology of Education - EJPE》2023,38(2):659-673

European Journal of Psychology of Education - National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers...  相似文献