Ethnicity and image: correlates of crowd affiliation among ethnic minority youth     

Brown BB  Herman M  Hamm JV  Heck DJ 《Child development》2008,79(3):529-546

Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14–19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences.  相似文献   

What verbal protocols reveal about the reading strategies of deaf students: a replication study     

Schirmer BR  Bailey J  Lockman AS 《American annals of the deaf》2004,149(1):5-16

Deaf students' reading strategies were identified by investigating these students' self-reported thinking during reading. In an earlier study (Schirmer, 2003), 10 elementary-level students attending a state school for the deaf had constructed meaning, monitored comprehension and activated strategies to improve comprehension, and evaluated comprehension, but had not demonstrated each of the reading strategies within these three overarching activities, all observed in previous studies of hearing skilled readers. Also, the students used a considerably greater variety of reading strategies for constructing meaning than for the other two activities. The replication study used the same procedure. Six elementary-level students attending a site-based public school classroom for deaf students thought aloud after reading each page of a short story. Analysis of these verbal reports indicated the participants performed similarly to those in the first study, thus supporting the reliability of results regarding reading strategies of readers who are deaf.  相似文献   

The C³ Framework: Evaluating Classroom Response System Interactions in University Classrooms     

Carmen Fies  Jill Marshall 《Journal of Science Education and Technology》2008,17(5):483-499

The larger the classroom, the more likely is it that communications consist of a one-way flow from the instructor to students. Classroom Response Systems (CRSs) are frequently hailed as technologies capable of improving communications by opening the space for dialogic engagement; yet, a causal relationship is not documented in the literature. The data reported on here stem from a mixed methodology study and provide insights into motivations for CRS use and enacted CRS use across disciplines, as well as student and instructor perceptions of the tool’s effects on teaching and learning. From these data emerged a framework of interaction (the C³ Framework) that situates CRS use from both the instructors’ and learners’ perspectives. The framework consists of an interdependent relationship between Concerns, Centeredness, and Control of discourse. Although this study took place in university classrooms, the C³ Framework presented here applies across educational settings.  相似文献   

Anatomical knowledge retention in third‐year medical students prior to obstetrics and gynecology and surgery rotations          下载免费PDF全文

Rosalyn A. Jurjus  Juliet Lee  Samantha Ahle  Kirsten M. Brown  Gisela Butera  Ellen F. Goldman  Jill M. Krapf 《Anatomical sciences education》2014,7(6):461-468

Surgical anatomy is taught early in medical school training. The literature shows that many physicians, especially surgical specialists, think that anatomical knowledge of medical students is inadequate and nesting of anatomical sciences later in the clinical curriculum may be necessary. Quantitative data concerning this perception of an anatomical knowledge deficit are lacking, as are specifics as to what content should be reinforced. This study identifies baseline areas of strength and weakness in the surgical anatomy knowledge of medical students entering surgical rotations. Third‐year medical students completed a 20–25‐question test at the beginning of the General Surgery and Obstetrics and Gynecology rotations. Knowledge of inguinal anatomy (45.3%), orientation in abdominal cavity (38.8%), colon (27.7%), and esophageal varices (12.8%) was poor. The numbers in parentheses are the percentage of questions answered correctly per topic. In comparing those scores to matched test items from this cohort as first‐year students in the anatomy course, the drop in retention overall was very significant (P = 0.009) from 86.9 to 51.5%. Students also scored lower in questions relating to pelvic organs (46.7%), urogenital development (54.0%), pulmonary development (17.8%), and pregnancy (17.8%). These data showed that indeed, knowledge of surgical anatomy is poor for medical students entering surgical clerkships. These data collected will be utilized to create interactive learning modules, aimed at improving clinically relevant anatomical knowledge retention. These modules, which will be available to students during their inpatient surgical rotations, connect basic anatomy principles to clinical cases, with the ultimate goal of closing the anatomical knowledge gap. Anat Sci Educ 7: 461–468. © 2014 American Association of Anatomists.  相似文献   

Moving Users,Moving Results: Exploring Customer Engagement for Deeper Relationships     

Bettina Peacemaker  Jill Stover Heinze 《College & Undergraduate Libraries》2015,22(3-4):261-272

Successful businesses know that customers make purchase decisions based on a complex bundle of rational and emotional factors that vary in degree and importance depending upon the context. In crowded markets where potential customers have many comparable options, it is often the emotional relationships that they have with businesses that influence where they spend their dollars. Recognizing this reality, businesses have been shifting from transacting with customers to “engaging” with them. This article outlines the need for librarians to understand engagement more fully, and it points to guidance from the business literature on how to define and create engagement.  相似文献   

Supporting teachers in structuring mathematics lessons involving challenging tasks     

Peter Sullivan  Mike Askew  Jill Cheeseman  Doug Clarke  Angela Mornane  Anne Roche  Nadia Walker 《Journal of Mathematics Teacher Education》2015,18(2):123-140

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Insiders’ perspectives: a children's rights approach to involving children in advising on adult-initiated research     

Jill Dunn 《International Journal of Early Years Education》2015,23(4):394-408

Consulting with children is widely recognised as an essential element in building understanding about children's lives. From a children's rights perspective, it is also a legal requirement on professionals working with children. However, translating the rhetoric into research and practice is still evolving. Previous studies report on working with children as co-researchers where children are involved in different phases of the research process in a bid to provide their unique perspectives. This small-scale study takes the view that children not only have the right to be involved in the research process but they also have the right to be informed and have their understanding developed about the issues being researched. This allows for a more apprised view which can enhance children's participation in advising on the research and interpreting data. Therefore, this small-scale study reports on working with a children's research advisory group in developing their understanding about popular culture and writing in the primary classroom before involving these children as advisors in the research process.  相似文献   

Globalised re/gendering of the academy and leadership     

Jill Blackmore  Marita Sánchez-Moreno  Naarah Sawers 《Gender and education》2015,27(3):iii-vii

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Professor Barry Fraser��s contributions to science education research     

Jill M. Aldridge 《Cultural Studies of Science Education》2011,6(3):765-773

In this article, I endeavour to convey the depth of Barry Fraser’s contributions to science education research, including his tireless endeavours to promote and advance research, especially the field of learning environments, the realisation of his vision to create one of the largest doctoral programs in science and mathematics education in the world, his leadership capacity in terms of guiding and leading an internationally renowned centre and large-scale cross-national and cross-cultural studies, his dedication towards human capacity building in Africa, Asia and elsewhere, his capacity as a mentor and editor that have seen the publication of numerous journal articles and books and the ongoing success of science education research journals.  相似文献   

Lights,camera, active! appreciation of active learning predicts positive attitudes towards lecture capture     

Nordmann  Emily  Clark  Anne  Spaeth  Elliott  MacKay  Jill R. D. 《Higher Education》2022,83(3):481-502

Higher Education - Much has been written about instructor attitudes towards lecture capture, particularly concerning political issues such as opt-out policies and the use of recordings by...  相似文献