NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change     

Giulia Tasquier  Olivia Levrini  Justin Dillon 《International Journal of Science Education》2016,38(4):539-563

The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.  相似文献   

Comparison of most‐to‐least to error correction for teaching receptive labelling for two children diagnosed with autism     

Justin B. Leaf  Aditt Alcalay  Jeremy A. Leaf  Kathleen Tsuji  Alyne Kassardjian  Stephanie Dale  John McEachin  Mitchell Taubman  Ronald Leaf 《Journal of Research in Special Educational Needs》2016,16(4):217-225

Prompting systems are guidelines of when to provide learners with prompts and when to fade prompts. Today, there are several prompting systems implemented to teach receptive labeling to individuals diagnosed with autism spectrum disorders and other disabilities. This study compared most‐to‐least prompting to an error correction procedure involving feedback and remedial trials for teaching two children with autism a variety of receptive labels. All teaching was implemented in a one‐to‐one instructional setting. Researchers taught each participant how to receptively identify 18 pictures; nine were taught using error correction and nine were taught using most‐to‐least. The researchers utilized an adapted alternating treatment design nested into a multiple probe design to evaluate the two procedures. Results indicated that participants were able to reach mastery criterion on 100% of skills taught using the error correction and were able to reach mastery criterion on 88.9% of skills taught using most‐to‐least. Additionally, error correction tended to require fewer trials for participants to reach mastery criterion.  相似文献   

“Kind,Sensitive, and Above All,Honest”: Long-Term Cancer Survivors’ Quality of Life and Self-Advocacy     

Kristian G. E. Borofka  Justin P. Boren 《Communication Research Reports》2013,30(4):373-378

ABSTRACT

Long-term survivors of cancer (LTS) are a growing population whose needs differ significantly from patients undergoing cancer treatment. Many LTS suffer from late effects of cancer treatments or symptoms that persist after treatment concludes or appear following remission. This study explored the relationship between LTS perceptions of quality of life with late effects and perceptions of patient self-advocacy through quantitative and qualitative analyses. A negative statistical relationship emerged between the variables. LTS median self-advocacy scores were quite high, reflecting their preference for health-care providers who listen actively, understand patient needs, are knowledgeable and compassionate, and utilize joint decision making.  相似文献   

Cooking,Celebrity Chefs,and Public Chef Intellectuals     

Justin Eckstein  Anna M. Young 《传播与批判/文化研究》2013,10(2):205-208

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Articulation Visibility at Two-Year Colleges     

Mark Fincher  Lance Sharp  James Burks  Kelly Lyon  Mitchell Parker  Justin Ward 《Community College Journal of Research & Practice》2013,37(7):684-692

Articulation between two-year colleges and universities provides a critical opportunity for potential students. Most institutions declare their support of articulation; however, the visibility of this support to potential students is inconsistent at best. Articulation agreements that are visible and easily understood by potential students serve as a motivation to the pursuit of higher education. Conversely, the lack of a complete, visible path to a baccalaureate degree is a powerful deterrent to enrollment. For this study, articulation is a coordinated effort and process to support efficient transfer between institutions of higher education. (DeMott, 1999 DeMott , J. ( 1999 ). Seven steps to articulation success . High School Magazine , 6 , 22 – 24 . [Google Scholar]). The purpose of this study is to explore the general visibility of existing articulation opportunities at two-year colleges. The visibility of articulation agreements is a critical practical factor in their potential positive impact on student behavior and success.  相似文献   

Anthropometric dimensions of male powerlifters of varying body mass     

Justin W. L. Keogh  Patria A. Hume  Simon N. Pearson  Peter Mellow 《Journal of sports sciences》2013,31(12):1365-1376

Abstract

The aim of the study was to determine whether vibration applied directly to a muscle-tendon could enhance neuromuscular output during and 1.5 and 10 min after a bout of ballistic resistance training. Fourteen participants were exposed to two training conditions in random order: exercise with vibration and exercise with sham vibration. The exercise comprised three sets of ballistic knee extensions with a load of 60–70% of one-repetition maximum. Vibration (1.2 mm amplitude, 65 Hz frequency) was applied with a portable vibrator strapped over the distal tendon of the quadriceps. Knee joint angular velocity, moment, and power, and rectus femoris and vastus lateralis electromyography root-mean-squared were measured during knee extension. During and after training, the vibration did not induce significant changes in peak angular velocity, time to peak angular velocity, peak moment, time to peak moment, peak power, time to peak power, or average EMG of the rectus femoris and vastus lateralis. We conclude that direct vibration, at the selected amplitude and frequency, does not enhance these neuromuscular variables in ballistic knee extensions during or immediately after training.  相似文献   

Youth sport specialization: a multidisciplinary scoping systematic review     

Justin S. DiSanti  Karl Erickson 《Journal of sports sciences》2013,31(18):2094-2105

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Preparing International Counselor Educators Through Online Distance Learning     

James Sells  Augustine Tan  Justin Brogan  Ulla Dahlen  Yvette Stupart 《International journal for the advancement of counseling》2012,34(1):39-54

Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of distance and global training in counselor education and training, and to illustrate that confluence through examining the teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation of Counseling and Related Educational Programs.  相似文献   

Exploring the syntactic skills of struggling adult readers   总被引：1，自引：0，他引：1  

Nicole A. Taylor  Daphne Greenberg  Jacqueline Laures-Gore  Justin C. Wise 《Reading and writing》2012,25(6):1385-1402

This study investigated the syntactic ability of 82 struggling adult readers who recognize words between the third and fifth grade levels. Analysis of the adults?? performance on the TOLD-I:3 indicated that they were deficient on the syntactic task. Correlations found the struggling adult readers?? oral language skills, written language skills, and reading comprehension skills to be related. A regression analyses indicated that the adults?? syntactic knowledge did not individually predict reading comprehension, however their other oral language skills did. The findings of this study suggest that the adults performed similar to children who are either learning to read or considered poor readers. This study also contributes to the adult literacy field by providing exploratory information on an area (syntax and struggling adult readers) that is lacking.  相似文献