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71.
Strategies for Designing Engaging Online Kinesiology Courses Based on the Community of Inquiry Model
Technology integration has become an ever-present phenomenon in institutions of higher education. This has led to an increase in online learning experiences that make higher education accessible to those who previously experienced barriers, such as having full-time jobs. One issue that affects online education is the challenge of engaging the learner in meaningful learning experiences that they subsequently use once they are in their careers. This article uses the Community of Inquiry (CoI) theoretical model to explain how instructors can increase student engagement in online kinesiology courses. By focusing on the CoI constructs of teaching presence, cognitive presence, and social presence, instructors can design engaging online classes that can help to positively influence each student’s experience with online education. 相似文献
72.
M. Elizabeth Graue Sharon Ryan Amato Nocera Kaitlin Northey Bethany Wilinski 《Early Years: An International Journal of Research and Development》2017,37(1):108-122
AbstractWe might call this decade the era of early childhood. In the US, federal and state governments invest in the creation of public pre-kindergarten (preK) programs and create standards that articulate goals for practice and benchmarks that can be used to evaluate success. How have these trends provided a context for the evolution of preK curriculum? In this paper, we analyze the enactment of preK policy in New Jersey, a highly regulated preK program and Wisconsin, a local control state. We argue that standards-based practice is evolving into accountability in public preK programs, where outcomes set parameters for planning and teachers and children are increasingly regulated. As preK is more closely affiliated with the K-12 sector (elementary and secondary), preK programs are subject to the logic of alignment, benchmarks and assessments. Even when early learning standards support child-centered approaches to curriculum they are overruled by accountability discourse. 相似文献
73.
M. Gail Jones Amy Taylor James Minogue Bethany Broadwell Eric Wiebe Glenda Carter 《Journal of Science Education and Technology》2007,16(2):191-202
The classic film “Powers of Ten” is often employed to catalyze the building of more accurate conceptions of scale, yet its
effectiveness is largely unknown. This study examines the impact of the film on students’ concepts of size and scale. Twenty-two
middle school students and six science teachers participated. Students completed pre- and post-intervention interviews and
a Scale Card Sorting (SCS) task; all students observed the film “Powers of Ten.” Experienced teachers’ views on the efficacy
of the film were assessed through a short written survey. Results showed that viewing the film had a positive influence on
students’ understandings of powers of ten and scale. Students reported that they had more difficulty with sizes outside of
the human scale and found small scales more difficult to conceptualize than large scales. Students’ concepts of relative size
as well as their ability to accurately match metric sizes in scientific notation to metric scale increased from pre- to post-viewing
of the film. Experienced teachers reported that the film was a highly effective tool. Teachers reported that the design of
the film that allowed students to move slowly from the human scale to the large and small scales and then quickly back again
was effective in laying the foundation for understanding the different scales.
This material is based upon work supported by the National Science Foundation under Grants No. 0411656 and 0507151. 相似文献
74.
Using a representative sample of low-income, primarily minority adolescents (N=647, aged 10-14 years at Wave 1), this study examined bidirectional longitudinal relations between nonresident father involvement, defined as contact and responsibility for children's care and behavior, and adolescent engagement in delinquent activities. Autoregressive and fixed effects models found that higher nonresident father involvement predicted subsequent decreases in adolescent delinquency, particularly for youth with initial engagement in delinquent activities. Adolescent delinquency did not predict subsequent changes in father involvement. However, the two factors covaried: As adolescent delinquency increased, so too did father involvement, suggesting that nonresident fathers may increase their involvement in the face of adolescent problem behavior, with this pattern driven primarily by African American families. 相似文献
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76.
Greta L. Doctoroff Paige H. Fisher Bethany M. Burrows Maria Tsepilovan Edman 《Psychology in the schools》2016,53(4):390-403
This cross‐sectional study examined the relationship between interest, social–emotional skills, and early math skills in preschool children. Math‐specific interest and global interest in learning were measured using teacher report and a play‐based observation task. Math skills were assessed with a test of math achievement, and social–emotional skills were assessed using a teacher‐report measure. Children with higher global interest in learning, math‐specific interest, and observed goal‐directed play demonstrated higher math skills. Furthermore, social‐emotional skills were associated with global interest in learning and math skills, but not with math‐specific interest. Overall, findings support the relevance of interest and social‐emotional skills for school readiness in young children. 相似文献
77.
Nicole C. Miller Bethany R. McKissick Jessica T. Ivy Kelly Moser 《Clearing house (Menasha, Wis.)》2017,90(3):86-92
The middle level classroom presents unique challenges to educators who strive to provide opportunities that acknowledge learner diversity in terms of social, cognitive, physical, and emotional development. This is confounded even further within inclusive middle-school classrooms where the responsibility to differentiate instruction is even more critical. One way to meet the needs of all students is through cooperative grouping. Through cooperative grouping, middle-level educators can differentiate instruction and promote active learning by leveraging the naturally social nature of young adolescents. In this article, the authors present research on cooperative grouping as well as several considerations for effectively designing and implementing cooperative grouping for middle-level learners in an inclusive setting. Suggestions and examples with regard to group size, membership, group structure and roles, and classroom management and clear expectations are provided. Additionally, the four-clue group strategy is presented as a specific instructional method to support effective group learning experiences in the inclusive middle-level classroom. 相似文献
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79.
Susan L. Kline Bethany Simunich Heath Weber 《Journal of Applied Communication Research》2013,41(1):40-58
A framework is constructed to examine communication professionals’ views regarding the use of equivocal and nonequivocal messages for managing initial statements about corporate challenges. As predicted, equivocal responses were viewed as more appropriate to use and linked to a positive corporate reputation when the crisis situation contained avoidance–avoidance goal conflicts, whereas nonequivocal responses were viewed as more appropriate and linked to a positive corporate reputation when the crisis situation did not contain avoidance–avoidance goal conflicts. Communication professionals also judged nonequivocal and equivocal messages to be appropriate and linked to a positive corporate reputation when they believed the specific message would satisfy the multiple goals of the crisis situation. Implications for public relations practice are discussed. 相似文献
80.
Comparing common mathematical errors to correct examples may facilitate learning, even for students with limited prior domain knowledge. We examined whether studying incorrect and correct examples was more effective than studying two correct examples across prior knowledge levels. Fourth- and fifth-grade students (N = 74) learned about decimal magnitude in a brief tutoring session. Students were randomly assigned to two conditions: 1) comparing correct and incorrect examples (incorrect condition) or 2) comparing correct examples only (correct condition). The incorrect condition helped students learn correct procedures and key concepts more than the correct condition, including reducing misconceptions. Students’ prior knowledge of decimals did not interact with condition. Students’ explanations during the intervention revealed that those in the incorrect condition more frequently discussed correct concepts (e.g., the magnitude of a decimal and identifying misconceptions). Overall, contrasting incorrect examples with correct examples can help students learn correct concepts and procedures. 相似文献