Introductory Biology Students’ Conceptual Models and Explanations of the Origin of Variation     

Elena Bray Speth  Neil Shaw  Jennifer Momsen  Adam Reinagel  Paul Le  Ranya Taqieddin  Tammy Long 《CBE life sciences education》2014,13(3):529-539

Mutation is the key molecular mechanism generating phenotypic variation, which is the basis for evolution. In an introductory biology course, we used a model-based pedagogy that enabled students to integrate their understanding of genetics and evolution within multiple case studies. We used student-generated conceptual models to assess understanding of the origin of variation. By midterm, only a small percentage of students articulated complete and accurate representations of the origin of variation in their models. Targeted feedback was offered through activities requiring students to critically evaluate peers’ models. At semester''s end, a substantial proportion of students significantly improved their representation of how variation arises (though one-third still did not include mutation in their models). Students’ written explanations of the origin of variation were mostly consistent with their models, although less effective than models in conveying mechanistic reasoning. This study contributes evidence that articulating the genetic origin of variation is particularly challenging for learners and may require multiple cycles of instruction, assessment, and feedback. To support meaningful learning of the origin of variation, we advocate instruction that explicitly integrates multiple scales of biological organization, assessment that promotes and reveals mechanistic and causal reasoning, and practice with explanatory models with formative feedback.  相似文献   

Behind the façade of fee-free education: shadow education and its implications for social justice     

Mark Bray  Ora Kwo 《牛津教育评论》2013,39(4):480-497

Most governments, at an official level, espouse the principles of the 1948 Universal Declaration of Human Rights. Among its statements is that education shall be free, at least in the elementary and fundamental stages. Yet while the façade of government education systems presents an image that instruction is free of charge, families across the world increasingly find it necessary to invest in the so-called shadow education system of private supplementary tutoring. The spread of shadow education, which is no longer confined to relatively prosperous families, has far-reaching implications for social inequalities and therefore social justice. It is a hidden form of privatisation behind the façade of public education systems; and the fact that shadow education is seen by many families as unavoidable appears to be incompatible with the spirit of the Universal Declaration. The question then is whether the spirit of the Universal Declaration should be abandoned, or whether it should be protected—and, if so, how.  相似文献   

Computers in the delivery of special education and related services: Developing collaborative and individualized learning environments     

Nate Jones  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2004,41(2):275-277

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Financing Education in Transitional Societies: Lessons from Russia and China     

Mark Bray  Nina Borevskaya 《比较教育学》2001,37(3):345-365

Recent years have brought emerging theoretical propositions about the nature of educational change in societies undergoing transition from socialism to market economies. Focusing particularly on the financing of education, this article examines patterns in Russia and China in the light of this literature. It shows that although transitions in the two countries have displayed major differences, they have also displayed significant similarities. These similarities have been evident despite the fact that changes in Russia and China have been made independently of each other. This has largely been because of the impact of market forces, though it has also reflected broader forces of globalisation.  相似文献   

Interventions for students with learning disabilities: A meta‐analysis of treatment outcomes     

Kristen S. Weinstein  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2004,41(2):273-274

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Deep linking: Revisiting and updating     

David L Dorr  Kaye L. Bray  Terry L Holcomb 《TechTrends》2002,46(4):3-7

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From the Chair     

Jae Bray 《Pastoral Care in Education》2006,24(2):61-61

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The politics of free education in Papua New Guinea     

Mark Bray 《International Journal of Educational Development》1982,2(3):281-287

In 1981, the members of Papua New Guinea's National Assembly moved that education should become free from Grades 1 to 10 the following year. The motion was partly supported for humanitarian reasons. But in the original debate, and even more strongly during subsequent discussion and attempts at implementation, political factors came strongly to the fore. One fact which was not emphasised, when the parliamentarians originally passed the motion, was that the national government, in a decentralised system, actually had no power to abolish fees; and because of poor organisation and political rivalries, the scheme largely backfired. This paper examines the reasons why the scheme was launched, the reasons for its demise, its implications for social and inter-provincial inequality, and its effects on national-provincial government relations.  相似文献   

Interrater reliability of 1987-1991 Research Quarterly for Exercise and Sport reviews.     

J R Morrow  M S Bray  J E Fulton  J R Thomas 《Research quarterly for exercise and sport》1992,63(2):200-204

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Editorial     

Mark Bray  Chong-Jae Lee 《Asia Pacific Education Review》2010,11(1):1-2

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