Empire of scholars: universities,networks and the British academic world, 1850–1939     

Heather Ellis 《History of education》2015,44(1):115-117

  相似文献   

Using technology to engage students with learning disabilities     

Natasha Ellis 《Educational Psychology in Practice》2017,33(2):225-226

  相似文献   

ReConforming Our Universities: The Campaign for an Academic Bill of Rights by David Horowitz,Washington, DC: Regnery Publishing,Inc., 2010, 285 pp., $27.95 hardbound.     

John M. Ellis 《Academic Questions》2011,24(2):234-238

  相似文献   

The Use and Effectiveness of an Argumentation and Evaluation Intervention in Science Classes     

Janis A. Bulgren  James D. Ellis  Janet G. Marquis 《Journal of Science Education and Technology》2014,23(1):82-97

This study explored teachers’ use of the Argumentation and Evaluation Intervention (AEI) and associated graphic organizer to enhance the performance of students in middle and secondary science classrooms. The results reported here are from the third year of a design study during which the procedures were developed in collaboration with teachers. A quasi-experimental pretest–posttest design with 8 experimental and 8 control teachers was used with a total of 282 students. An open-ended test assessed students’ abilities to evaluate a scientific argument made in an article. The students were asked to identify the claim and its qualifiers, identify and evaluate the evidence given for the claim, examine the reasoning in support of the claim, consider counterarguments, and construct and explain a conclusion about the claim. The quality of students’ responses was assessed using a scoring rubric for each step of the argumentation process. Findings indicated a significantly higher overall score and large effect size in favor of students who were instructed using the AEI compared to students who received traditional lecture–discussion instruction. Subgroup and subscale scores are also presented. Teacher satisfaction and student satisfaction and confidence levels are reported.  相似文献   

Sexual health discussions between African-American mothers and mothers of Latino descent and their children     

Ashley Murray  Monica U. Ellis  Ted Castellanos  Zaneta Gaul  Madeline Y. Sutton  Carl D. Sneed 《Sex education》2014,14(5):597-608

We examined approaches used by African-American mothers and mothers of Latino descent for informal sex-related discussions with their children to inform sexually transmitted infection (STI)/HIV intervention development efforts. We recruited mothers (of children aged 12–15) from youth service agencies and a university in southern California. Fourteen focus groups were conducted: eight with African-American mothers (n = 31) and six with mothers of Latino descent (n = 24). Data were transcribed, coded for most common themes by four of the authors and reviewed for differences by gender of child. Four key themes emerged when focusing on parent–child discussions about sex: (1) sexual activity discussions took place for both sons and daughters; (2) protection from STI/HIV and pregnancy was a key topic; (3) the use of a direct, honest approach was preferred by mothers; and (4) seizing the moment was important for discussion opportunities. These data help broaden our understanding about the strategies used by African-American mothers and mothers of Latino descent for sexual health discussions with their sons and daughters. Evaluations of these for their potential impact on youth sexual health outcomes are warranted. The data can also contribute to the development of new culturally tailored parent–child communication strategies and HIV prevention interventions for young people of colour.  相似文献   

Ethics,education policy and research: the phonics question reconsidered          下载免费PDF全文

Sue Ellis  Gemma Moss 《British Educational Research Journal》2014,40(2):241-260

This paper argues that direct control of the early years literacy curriculum recently exercised by politicians in England has made the boundaries between research, policy and practice increasingly fragile. It describes how policy came to focus most effort on the use of synthetic phonics programmes in the early years. It examines why the Clackmannanshire phonics intervention became the study most frequently cited to justify government policy and suggests a phonics research agenda that could more usefully inform teaching. It argues that, whilst academics cannot control how their research is eventually used by policy‐makers, learned societies can strengthen their ethics policies to set out clearer ground rules for academic researchers working across knowledge domains and with policy‐makers. A stronger framework to guide the ethical interpretation of research evidence in complex education investigations would allow more meaningful conversations to take place within and across research communities, and with research users. The paper suggests some features for such a framework.  相似文献   

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings     

Janice L. Anderson  Jane P. Ellis  Alan M. Jones 《CBE life sciences education》2014,13(3):375-386

This study examined children''s drawings to explain children''s conceptual understanding of plant structure and function. The study explored whether the children''s drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings.  相似文献   

Human Anatomy: Let the students tell us how to teach          下载免费PDF全文

Christopher R. Davis  Anthony S. Bates  Harold Ellis  Alice M. Roberts 《Anatomical sciences education》2014,7(4):262-272

Anatomy teaching methods have evolved as the medical undergraduate curriculum has modernized. Traditional teaching methods of dissection, prosection, tutorials and lectures are now supplemented by anatomical models and e‐learning. Despite these changes, the preferences of medical students and anatomy faculty towards both traditional and contemporary teaching methods and tools are largely unknown. This study quantified medical student and anatomy faculty opinion on various aspects of anatomical teaching at the Department of Anatomy, University of Bristol, UK. A questionnaire was used to explore the perceived effectiveness of different anatomical teaching methods and tools among anatomy faculty (AF) and medical students in year one (Y1) and year two (Y2). A total of 370 preclinical medical students entered the study (76% response rate). Responses were quantified and intergroup comparisons were made. All students and AF were strongly in favor of access to cadaveric specimens and supported traditional methods of small‐group teaching with medically qualified demonstrators. Other teaching methods, including e‐learning, anatomical models and surgical videos, were considered useful educational tools. In several areas there was disharmony between the opinions of AF and medical students. This study emphasizes the importance of collecting student preferences to optimize teaching methods used in the undergraduate anatomy curriculum. Anat Sci Educ 7: 262–272. © 2013 American Association of Anatomists.  相似文献   

Neglected Elements of a High-Quality Early Childhood Workforce: Whole Teacher Well-Being and Working Conditions     

Kwon  Kyong-Ah  Ford  Timothy G.  Salvatore  Alicia L.  Randall  Ken  Jeon  Lieny  Malek-Lasater  Adrien  Ellis  Natalie  Kile  Mia S.  Horm  Diane M.  Kim  Sun Geun  Han  Minkyung 《Early Childhood Education Journal》2022,50(1):157-168

Early Childhood Education Journal - The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions....  相似文献   

Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy   总被引：1，自引：0，他引：1  

Joan Martlew  Christine Stephen  Jennifer Ellis 《Early Years: An International Journal of Research and Development》2011,31(1):71-83

In Scotland in recent years there has been growing interest in a more play‐based pedagogy commonly described as Active Learning. The research reported in this article is an exploration of moves towards creating an active play‐based learning environment in six Primary 1 classrooms in Scotland and is concerned with (i) the children’s experiences in such a play‐based active learning environment in school and (ii) their teachers’ perspectives on this pedagogical innovation and their roles in supporting the learners. This study examined experiences and perspectives within and across each of the six child‐centred and play‐focused classes. The main findings suggest that the role of the teacher varies between what could be considered as teacher‐intensive and teacher‐initiated activities. ‘Active’ or ‘play‐based’ learning was interpreted differently by teachers; play in some classrooms was peripheral rather than integral to the learning process and curriculum‐embedded.  相似文献