Getting assessment right at the classroom level: using formative assessment for decision making     

Katherine A. Curry  Mwarumba Mwavita  Alexandra Holter  Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104

Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness.  相似文献   

Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education     

Ramaswamy  Shri  Harris  Ilene  Tschirner  Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171

This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers.  相似文献   

College credits for previous learning experiences: Reaching nontraditional students     

Ian M. Harris 《The Urban Review》1982,14(1):25-33

This paper describes how an undergraduate department in the School of Education at the University of Wisconsin-Milwaukee grants college credits for previous learning experiences to attract and retain nontraditional students from an urban environment. At first students earned these credits by writing a loose biography, but the process by which these credits are earned has become more structured. These Prior Professional Educational Experience credits (as they are named) are now granted on a course-specific basis, where students respond in writing to questions designed to test their knowledge of competency areas offered by the department. Earning these credits has helped older students get through the university and has given them a sense of accomplishment about learnings acquired in nonuniversity settings.  相似文献   

Faith,Race, and LGB Affirmation: Experiences of African American Counselors‐in‐Training          下载免费PDF全文

Janeé R. Avent Harris  Derek L. Roberston  Brenda Jones  Ashley M. Prado 《Counselor Education & Supervision》2017,56(2):145-158

In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance.  相似文献   

Teaching evolution: Understanding and applying the nature of science     

Lawrence C. Scharmann  William M. Harris 《科学教学研究杂志》1992,29(4):375-388

The influence of a 3-week institute upon secondary biology and earth science teachers regarding their experiences with respect to the teaching of evolution was investigated. The institute directors, with National Science Foundation (NSF) funding, hoped to foster an understanding of the nature of science, provide enhanced content, and support a forum for teachers to discuss problems common to the teaching of evolution. Analysis of data indicated statistically significant increases in participants' acceptance of the theory of evolution and their understanding of both applied evolutionary principles and the applied nature of science. In addition, a significant reduction in participants' perceived anxieties regarding the teaching of evolution was achieved. Further, a qualitative examination of Stages of Concern (SoC) profiles indicated a slight shift by participants toward the use of more student-centered instruction. Finally, data were collected from 9 of the original 19 participants at a voluntary follow-up session, 8 months after the formal institute. Scores from all of the data-collection instruments (with the exception of SoC profiles) exhibited a slight decline. These decreases were not, however, statistically significant. Examination of SoC profiles, however, indicated a much stronger adoption by follow-up participants for the use of student-centered instructional strategies for the teaching of evolution.  相似文献   

Teaching emotion understanding     

Francisco Pons  Paul L. Harris  Pierre-André Doudin 《European Journal of Psychology of Education - EJPE》2002,17(3):293-304

The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed.  相似文献   

The effects of conditioned taste aversions on schedule-induced polydipsia: An analysis of the initiation and postpellet temporal distribution of licking     

Anthony L. Riley  Cora Lee Wetherington  Ashley M. Wachsman  Harris A. Fishman  Mary A. Kautz 《Learning & behavior》1988,16(3):292-298

Animals poisoned following the schedule-induced consumption of saccharin initially continued to drink following spaced pellet deliveries. Neither the initiation of postpellet drinking (i.e., bout, initiation) nor the size and duration of the bouts was effected by the conditioned aversion procedure. With repeated conditioning trials (i.e., repeated pairings of saccharin and LiCl), schedule induced drinking was eventually reduced. The specific components underlying schedule-induced consumption, however, were differentially affected by the aversion training. Specifically, the decrease in schedule-induced drinking was effected primarily by a decrease in licking occurring between 10 and 60 sec after pellet delivery. Bout initiation and licking immediately postpellet (i.e., within the first 10 sec following pellet delivery) were most resistant to suppression and appeared to be responsible for the relative insensitivity of schedule-induced drinking to conditioned taste aversions. The differential effects of taste aversion conditioning on individual components of elicited behavior are discussed.  相似文献   

Reception Studies in the Rhetoric of Science     

Randy Allen Harris 《Technical Communication Quarterly》2005,14(3):249-255

This article encourages the increased attention to issues of reception in rhetoric of science, according with the sentiment but not the argument of Paul, Charney, and Kendall's “Moving beyond the Moment.” In particular, it offers two works as exemplary of the disciplinary maturity that has occasioned this focus on reception, Ceccarelli's monograph, Shaping Science with Rhetoric, and Harris's collection, Rhetoric and Incommensurability.  相似文献   

But good strategy instructors are constructivists!     

Michael Pressley  Karen R. Harris  Marilyn B. Marks 《Educational Psychology Review》1992,4(1):3-31

The general nature of constructivist educators' views of teaching are overviewed first, followed by analysis of good strategy instruction in constructivist terms. That good strategy instruction is scaffolded teaching is particularly emphasized. Scaffolded teacher-student interactions necessitate that students experience unique instruction that stimulates a great deal of student construction of to-be-acquired competencies. The only important difference between good strategy teaching and teaching recommended by constructivist educators is in the explicitness of instruction, with relatively greater teacher input about what is to be learned during good strategy instruction.  相似文献   

The University's Uncommon Community   总被引：1，自引：0，他引：1  

Suzy Harris 《Journal of Philosophy of Education》2012,46(2):236-250

In the UK, as elsewhere in the world, the global financial crisis has focused attention on the cost of public services and the need to reduce expenditure, not least in respect of higher education. This, however, raises a set of prior questions: What kind of society do we want? What is important to democratic society? What kind of higher education is desirable? The article takes Alasdair MacIntyre's critique of what he calls liberal capitalist society as a starting point for considering questions concerning the kind of higher education that would be valuable and relevant to a healthy democratic society. His thesis is outlined and the implications of this for the university set out. The article examines MacIntyre's notion of community, which he elaborates in relation to medieval religious worldviews, and argues that whilst his conceptualisation is more intellectually and educationally coherent than some others, it is ultimately too restrictive. The article argues instead for a recognition, within education, of what is uncommon. This may open greater possibilities for keeping alive the serious questions that we must constantly attend to, beyond and within our communities, secular or religious.  相似文献