Teacher Research Experiences, Partnerships With Scientists, and Teacher Networks Sustaining Factors From Professional Development     

Marion Dresner  Elizabeth Worley 《Journal of Science Teacher Education》2006,17(1):1-14

This study examined some long-term impacts of a professional development program, Teachers in the Woods. Several outcomes of the program were acknowledged by participants as having been valuable: a network of like-minded teachers, a network of scientists and teachers, and an increase in teachers' ecological knowledge and field skills. The authors made 3 observations with regard to professional development. First, engaging teachers in real-world field science research is an effective way for them to gain ecological knowledge and skills. Second, the collegiality among teachers and scientists developed during the period of field work can enhance science learning. Third, collegiality among teachers provides opportunities to discuss pedagogy-related issues. Both aspects of collegiality provide support mechanisms that sustain teachers' efforts to modify their teaching practices.  相似文献   

Bumble Boosters: Students Doing Real Science     

Golick  Douglas A.  Schlesselman  Diana M.  Ellis  Marion D.  Brooks  David W. 《Journal of Science Education and Technology》2003,12(2):149-152

Bumble Boosters was a lottery grant funded cooperative project between the University of Nebraska – Lincoln Department of Entomology, the Lincoln Public Schools Science Focus Program, and the Lincoln Folsom Children's Zoo. The primary education goal of the project was to create a community of learners to conduct authentic research on bumble bees in Nebraska. Participants were actively engaged in collecting bumble bees and placing nesting domiciles. Internet technology was employed to facilitate networking between project participants. Systematic evaluation was conducted during and after the project.  相似文献   

Academic Expectations in Mothers of Preschool Children: A Psychometric Study of the Educational Attitude Scale     

Leslie Rescorla  Marion C. Hyson  Kathy Hirsh-Pasek  Jessica Cone 《Early education and development》1990,1(3):165-184

This study reports psychometric data on the Educational Attitude Scale, a new instrument designed to tap parental opinions about early academic, artistic, athletic, and social experiences. Mothers of 371 middle class prekindergarten children in 22 different schools completed the 32-item Likert-style survey. Mothers were highly similar in their views about the importance of social experiences, but differed widely in their opinions about early academic instruction for preschoolers. The scale proved to have excellent split-half and test-retest reliability. Correlational analysis and factor analysis supported the general domain structure along which the instrument was designed. Scores on the Educational Attitude Scale were significantly correlated with scores on a Developmental Expectations Card Sort. Highly significant differences were found in parent attitudes on the scale when schools were grouped into those High versus Low in academic emphasis by community reputation and observed classroom practices. Parents had significantly higher academic expectations than their children's teachers, particularly in schools with “Low Academic” emphasis.  相似文献   

What do second-order judgments tell us about low-performing students’ metacognitive awareness?     

Eva S. Fritzsche  Marion Händel  Stephan Kröner 《Metacognition and Learning》2018,13(2):159-177

According to the unskilled and unaware effect (Kruger and Dunning 1999), low-performing students tend to overestimate their performance. Differentiating the assessment of metacognitive judgments into performance judgments (PJs) and second-order judgments (SOJs), PJs of low-performing students tend to be inflated, while their SOJs are usually lower than those of high-performing students (Händel and Fritzsche 2016; Miller and Geraci 2011). This suggests some level of awareness. The present study investigated whether low-performers’ lower SOJs actually indicate metacognitive awareness. We studied SOJs after adequate and inadequate PJs, and investigated whether low-performers’ lower SOJs are made by default or whether their lower SOJs differ in a similar magnitude compared to those of high-performers (indicating metacognitive awareness). We address this issue by disentangling student and item effects via generalized linear mixed models. Reanalyzing the data of Händel and Fritzsche (2016) from N?=?116 students, we found that SOJs depended on the students who provided the SOJ and on the items on which the SOJ was made. Overall, SOJs depended on the PJs and on the interaction of performance and PJs, but not on the performance itself. Separate analyses for students of different performance levels revealed that low-performing students showed less awareness, indicated by a non-significant interaction effect of performance and PJs. Thus, it takes mixed models to tell the whole story of low-performing students’ lower SOJs.  相似文献   

Touch,taste, smell-feeding nutrition into your program     

Marian Colonna Marion 《Early Childhood Education Journal》1978,5(4):12-14

Conclusion Activities along the lines of those suggested above can be planned for any food about which the children have little or no knowledge or for any food that is needed but not chosen by the group, such as green peppers. The number of activities planned for a food will, of course, reflect the interest of the children as well as that of the teacher or caregiver. The goal should be to foster positive attitudes about nutritious foods by helping children to acquire knowledge about foods through sensory experiences.  相似文献   

Signs of the times: cochlear implants may not be the best way to help deaf children     

Beard M 《New scientist (1971)》1999,162(2183):52

  相似文献   

Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review     

Marion C. E. van de Sande  Minne Fekkes  Paul L. Kocken  Ren F. W. Diekstra  Ria Reis  Carolien Gravesteijn 《Psychology in the schools》2019,56(10):1545-1567

While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.  相似文献   

Helping parents work and raise children     

Elizabeth M. Goetz  Ann P. Turnbull  Marion O'Brien 《Early Childhood Education Journal》1984,11(4):31-36

Working parents and day care are here to stay. By 1990, the United States will have an estimated 24.3 million children under six years of age, a 36% increase from 1979. At least 10.5 million of these children will be members of two wage-earner or single working-parent families, a 63% increase since 1979 (Edelman, 1981). Furthermore, by the year 2000 the typical family will have two wage earners (Menninger, 1981).Elizabeth M. Goetz is director of the Edna A. Hill Child Development Laboratory. Ann Turnbull is acting Associate Director of the Bureau of Child Research. They are both professors at the University of Kansas in Lawrence. Marion O'Brien is acting Director of the Infant Development Study Center at the University of Kansas in Lawrence.  相似文献   

Psychosocial development in girls of high ability     

Marion Porath 《International journal for the advancement of counseling》1998,20(4):289-299

Gender differences in young highly able children's psychosocial development were investigated using child and teacher ratings of prosocial behavior and peer acceptance. Developmental patterns were addressed by studying two groups – children in the primary grades (1 and 2) and children in grades 3 to 7. No gender differences were found on teacher or child ratings in the younger group. In the older group, gender differences favoring girls were found on teacher ratings of prosocial behavior and peer acceptance. Comparisons of child and teacher ratings by gender showed that the older boys viewed themselves as demonstrating more social skills and as being more accepted by peers than their teachers did. Implications for education and counselling are discussed.  相似文献   

Cognitive ability and the instructional efficacy of collaborative concept mapping     

Marion Haugwitz  John C. Nesbit  Angela Sandmann 《Learning and individual differences》2010,20(5):536-543

Data were gathered from 248 secondary students (14 years old, 56% female) who learned about the circulatory system in 77 self-selected collaborative groups. The learning outcomes of biology students who summarised by collaborative concept mapping were compared with those of students who summarised by collaborative writing. Learning groups randomly assigned to construct concept maps instead of conventional summaries generated more relations in the summary task and their members obtained higher individual scores on a post-test. The concept mapping strategy was found to be advantageous only for students whose cognitive ability was below the median for the sample and who were placed in groups with other students having low cognitive ability.  相似文献