‘Because We Weren’t Actually Teaching Them,We Thought They Weren’t Learning’: Primary Teacher Perspectives from the MyScience Initiative     

Anne Forbes  Keith Skamp 《Research in Science Education》2014,44(1):1-25

MyScience is a primary science education initiative in which being in a community of practice is integral to the learning process. This paper describes the ongoing journey to date of eight primary teachers from three primary schools who actively participated in MyScience over an extended period. Their views of interactions with mentors and students were analysed, in part, using attributes associated with both ‘communities of practice’ and the ‘nature of science’. Findings reveal teachers’ new understandings about the teacher–student relationship and learning within a community of practice. Implications for science teaching and learning in primary school community of practice settings are discussed.  相似文献   

Response to Intervention: Following Three Reading Recovery Children on Their Individual Paths to Becoming Literate     

Evelyn A. O'Connor  Connie Briggs  Salli Forbes 《Early education and development》2013,24(2):79-97

Research Findings: In the United States a shift has occurred in how children are identified for long-term special education services. Since 2004, U.S. funding for special education services has included a provision for early intervention services, focusing on the importance of providing supplemental instructional opportunities to students who are not successful in learning from the core classroom instruction. Commonly referred to as response to intervention, this model involves educators monitoring how well students respond to intervention instruction, with referral for special education services for those who make little progress. Practice or Policy: In this article, we propose that intervention instruction should be responsive to the learner as well as focus on how well the learner responds to the intervention. Given that contextual circumstances, including instructional experiences, impact the child's literacy achievement, providing intervention instruction that is contingent upon each child's literacy strengths and needs is the best way to ensure each child's successful response to intervention instruction. As an example of an intervention using responsive instruction, this article describes different instructional approaches provided by Reading Recovery teachers with 3 children who were initially the lowest readers and writers in their classes. All 3 children were able to progress to on-grade-level reading and writing proficiency as a result of the intervention.  相似文献   

Impact of Personality on Choice of Instructional Delivery and Students’ Performance     

Svetlana Chesser  William Murrah  Sean Alan Forbes 《The American journal of distance education》2020,34(3):211-223

ABSTRACT

This study was designed to investigate how college students’ personality characteristics relate to their choice of instructional delivery (online or face-to-face) and whether this choice mediates the relationship between personality and academic performance. One hundred eighty-eight undergraduate students were given a choice between taking the same general education course online or face-to-face. Students completed the Big Five Inventory (BFI) upon the conclusion of this course. Using a Bayesian regression course modeling framework, we found that Conscientiousness and Agreeableness were related to the choice of instructional delivery. Students scoring higher on Conscientiousness and lower on Agreeableness tended to choose the online environment. Conscientiousness also was a direct predictor of academic achievement regardless of the course environment. These results suggest that in order to find the best fit between student and the learning environment, it is important to identify personality characteristics indicative of success in online and traditional face-to-face courses to help students to become more efficient learners and assist faculty in designing quality courses to meet students’ needs.  相似文献   

Application of construal level and value-belief norm theories to undergraduate decision-making on a wildlife socio-scientific issue     

A. McKinzie Sutter  Jenny M. Dauer  Cory T. Forbes 《International Journal of Science Education》2018,40(9):1058-1075

One aim of science education is to develop scientific literacy for decision-making in daily life. Socio-scientific issues (SSI) and structured decision-making frameworks can help students reach these objectives. This research uses value belief norm (VBN) theory and construal level theory (CLT) to explore students’ use of personal values in their decision-making processes and the relationship between abstract and concrete problematization and their decision-making. Using mixed methods, we conclude that the level of abstraction with which students problematise a prairie dog agricultural production and ecosystem preservation issue has a significant relationship to the values students used in the decision-making process. However, neither abstraction of the problem statement nor students’ surveyed value orientations were significantly related to students’ final decisions. These results may help inform teachers’ understanding of students and their use of a structured-decision making tool in a classroom, and aid researchers in understanding if these tools help students remain objective in their analyses of complex SSIs.  相似文献   

Change in atypical maternal behavior predicts change in attachment disorganization from 12 to 24 months in a high-risk sample     

Forbes LM  Evans EM  Moran G  Pederson DR 《Child development》2007,78(3):955-971

This longitudinal study examined links between disorganization and atypical maternal behavior at 12 and 24 months in 71 adolescent mother-child dyads. Organized attachment and maternal not disrupted behavior were more stable than disorganization and disrupted behavior, respectively. At both ages, disorganization and maternal disrupted behavior were significantly correlated. Change in atypical maternal behavior predicted change in disorganization across time. The results provide substantial support for extant theories linking anomalous maternal behavior to the development of disorganized attachment. The Interesting-but-Scary paradigm, introduced in this study, promises to be a useful tool for assessing attachment and maternal behavior in toddlerhood.  相似文献   

Delayed Disaster Impacts on Academic Performance of Primary School Children     

Lisa Gibbs  Jane Nursey  Janette Cook  Greg Ireton  Nathan Alkemade  Michelle Roberts  H. Colin Gallagher  Richard Bryant  Karen Block  Robyn Molyneaux  David Forbes 《Child development》2019,90(4):1402-1412

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.  相似文献   

Single-subject designs and action research in the K-12 setting     

Sean A. Forbes  Margaret E. Ross 《Educational Research and Evaluation》2013,19(3):161-173

Inasmuch as educational research is concerned with individual student assessment and development, it is surprising that single-subject designs are not more readily utilized in classroom-based action research. The purpose of this article is to emphasize benefits of single-subject research in the K-12 setting, given that teachers teach and assess individual students, the availability of individual student data, the uniqueness of all students' needs, and the ease with which data can be summarized and analyzed. A basic framework for conducting single-subject research is provided with the use of examples and discussion.  相似文献   

Fostering student sense making in elementary science learning environments: Elementary teachers' use of science curriculum materials to promote explanation construction     

Laura Zangori  Cory T. Forbes  Mandy Biggers 《科学教学研究杂志》2013,50(8):989-1017

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Fostering Third-Grade Students’ Use of Scientific Models with the Water Cycle: Elementary teachers’ conceptions and practices     

Tina Vo  Cory T. Forbes  Laura Zangori  Christina V. Schwarz 《International Journal of Science Education》2013,35(15):2411-2432

Elementary teachers play a crucial role in supporting and scaffolding students’ model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers’ learning to foster model-centered, science learning environments. To address this need, we conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers’ pedagogical reasoning and classroom instruction around modeling practices (construct, use, evaluate, and revise) and epistemic considerations of scientific modeling (generality/abstraction, evidence, mechanism, and audience). Study findings show that all teachers emphasized a subset of modeling practices—construction and use—and the epistemic consideration of generality/abstraction. There was observable consistency between teachers’ articulated conceptions of scientific modeling and their classroom practices. Results also show a subset of the teachers more strongly emphasized additional epistemic considerations and, as a result, better supported students to use models as sense-making tools as well as representations. These findings provide important evidence for developing elementary teacher supports to scaffold students’ engagement in scientific modeling.  相似文献   

Not a Single Sail: Still the Question of Style     

Forbes Morlock 《Parallax》2014,20(1):29-40

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