Promoting Research Writing in an Undergraduate Measurement Course     

Anita N. Lee  Tracey D. Matthews  Irene M. Cucina  Kathleen A. Tritschler 《Measurement in physical education and exercise science》2013,17(1):67-84

The purpose of this article is to introduce a 12-step approach for an abbreviated research project to promote research writing in an undergraduate measurement course. This 12-step approach assumes a 14-week semester schedule that is common among many colleges and universities. The steps for the proposed research project include selecting a topic, identifying and reading published research, writing the Introduction section, designing the methods, developing the Methods section, applying for Institutional Review Board approval, scheduling appointments with participants, collecting data, analyzing the data, writing the Results section, writing the Discussion section, and presenting the final product. Content of this article includes both details of the 12-step approach to research writing and a discussion of possible concerns that measurement instructors may have when considering adoption of the proposed research project.  相似文献   

Teachers' Mind,Brain, and Education Literacy: A Survey of Scientists' Views     

Tracey Tokuhama-Espinosa  Ali Nouri 《Mind, Brain, and Education》2023,17(3):170-174

While there is a growing interest among teachers to embed Mind, Brain, and Education (MBE) knowledge in their practice, most are still not clear about the key concepts in the field that have the potential to improve their pedagogical knowledge. The present study was conducted to identify the domains of current MBE knowledge that are important for teachers to know. Using a deductive qualitative survey design, data were collected by an online questionnaire from 112 experts of the global MBE community. Findings indicated that there are at least 18 conceptual areas of MBE literacy that need to be included in teacher professional development programs.  相似文献   

CLASSROOM CONTEXTS AS THE FRAMEWORK FOR ASSESSING SOCIAL–EMOTIONAL ADJUSTMENT: A NATIONAL STUDY IN TRINIDAD AND TOBAGO     

Paul A. Mcdermott  Marley W. Watkins  Anna Rhoad Drogalis  Jessica L. Chao  Frank C. Worrell  Tracey E. Hall 《Psychology in the schools》2016,53(6):626-640

Contextually based assessments reveal the circumstances accompanying maladjustment (the when, where, and with whom) and supply clues to the motivations underpinning problem behaviors. The Adjustment Scales for Children and Adolescents (ASCA) is a teacher rating scale composed of indicators describing behavior in 24 classroom situational contexts. This study examines the Trinidad and Tobago national normative process for the ASCA contextual dimensions with a representative sample of elementary school children (N = 900). Exploratory and confirmatory factor analyses yielded the same three dimensions (peer context problems, teacher context problems, and learning context problems) observed in U.S. national samples. Dimensions were scaled using item response theory (IRT) and Bayesian scoring methods, with peer and learning context problems scores relating more strongly to clinical behavior disturbances and learning context problems showing stronger association with classroom learning styles. Implications for future research and practice are discussed.  相似文献   

Evaluating clinical librarian services: a systematic review   总被引：1，自引：1，他引：0  

Brettle A  Maden-Jenkins M  Anderson L  McNally R  Pratchett T  Tancock J  Thornton D  Webb A 《Health information and libraries journal》2011,28(1):3-22

Background: Previous systematic reviews have indicated limited evidence and poor quality evaluations of clinical librarian (CL) services. Rigorous evaluations should demonstrate the value of CL services, but guidance is needed before this can be achieved. Objectives: To undertake a systematic review which examines models of CL services, quality, methods and perspectives of clinical librarian service evaluations. Methods: Systematic review methodology and synthesis of evidence, undertaken collaboratively by a group of 8 librarians to develop research and critical appraisal skills. Results: There are four clear models of clinical library service provision. Clinical librarians are effective in saving health professionals time, providing relevant, useful information and high quality services. Clinical librarians have a positive effect on clinical decision making by contributing to better informed decisions, diagnosis and choice of drug or therapy. The quality of CL studies is improving, but more work is needed on reducing bias and providing evidence of specific impacts on patient care. The Critical Incident Technique as part of a mixed method approach appears to offer a useful approach to demonstrating impact. Conclusions: This systematic review provides practical guidance regarding the evaluation of CL services. It also provides updated evidence regarding the effectiveness and impact of CL services. The approach used was successful in developing research and critical appraisal skills in a group of librarians.  相似文献   

Racism and education: coincidence or conspiracy?     

Tracey Reynolds 《British Journal of Sociology of Education》2009,30(3):359-371

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Learning and teaching,schools and communities     

Tracey Burns 《Journal of Educational Change》2008,9(3):305-309

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Up,close and personal: teachers' responses to an individualised professional learning opportunity     

Tracey Muir  Kim Beswick  John Williamson 《Asia-Pacific Journal of Teacher Education》2010,38(2):129-146

This paper provides an account of professional learning in action through documenting the experiences of three upper primary teachers as they engaged in reflection-on-action with the assistance of an academic mentor. Video-stimulated recall was used as a mechanism to encourage productive reflective practice, using video footage of each teacher's numeracy lessons. The results indicated that although it was a powerful medium for stimulating reflection, and the teachers indicated that it was a beneficial process, there was limited evidence to suggest that it resulted in substantial changes to their practices. Reasons for this are hypothesised and recommendations made for personalising professional learning to cater for the needs and context of individual teachers.  相似文献   

The battle for rap: problems and possibilities in teacher education     

Tracey Kumar 《Teaching Education》2018,29(2):211-220

This qualitative study examined preservice teachers’ (PSTs’) ideas and beliefs regarding the use of rap for instructional purposes in P-12 classrooms, and the ways in which they proposed to use rap in the teaching of middle and high school social studies. Participants included the instructor of a social studies methods course, and thirteen PSTs enrolled in the course. The findings suggest that PSTs view rap as a phenomenon that must be approached in a careful manner, and that is best suited to content areas other than social studies. The findings also suggest that PSTs’ proposed uses of rap represent P-12 education as an uncritical, teacher-centric endeavor which serves to perpetuate the status quo.  相似文献   

Safe Spaces or Brave Spaces? Re-Envisioning Practical Theology and Transformative Learning Theory     

Tracey Lamont 《Religious education (Chicago, Ill.)》2020,115(2):171-183

Abstract

The Loyola Institute for Ministry (LIM) developed a method of practical theology for ministry professionals and religious educators rooted in transformative learning theory to enable students to reflect more intentionally and theologically on their experiences in ministry. This study asks, by teaching students to engage in dialogue through transformative learning practices in safe spaces, are religious educators inhibiting the self-actualization needed to confront white normativity and expose white fragility, thus, advancing rather than dismantling racism with our students in graduate programs in ministry and religious education?  相似文献   

School leaders’ identification of school level and teacher practices that influence school improvement in national numeracy testing outcomes     

Tracey Muir  Sharyn Livy  Sandra Herbert  Rosemary Callingham 《The Australian Educational Researcher》2018,45(3):297-313

Since 2008, all Australian students in Years 3, 5, 7 and 9 have been assessed in literacy and numeracy through an annual National Assessment Program—Literacy and Numeracy (NAPLAN) test. In 2015, a team of mathematics education researchers across Australia conducted a nationwide research project to identify school practices and policies that were consistent between schools that showed growth and/or improvement in their NAPLAN numeracy results. This paper reports findings from three case study schools, using a school improvement framework to interpret evidence gathered from the schools’ principals and school leaders. The study has particular implications for policy makers and school leaders who may be seeking ways to improve mathematical practices in their own jurisdictions and schools.  相似文献