Next Generation Science Standards: All Standards,All Students   总被引：1，自引：0，他引：1  

Okhee Lee  Emily C. Miller  Rita Januszyk 《Journal of Science Teacher Education》2014,25(2):223-233

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Understanding Bereavement in a Christian University: A Qualitative Exploration          下载免费PDF全文

Andrea C. Walker  Rachelle Gewecke  Illene N. Cupit  Jeffrey T. Fox 《Journal of College Counseling》2014,17(2):131-149

This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided.  相似文献   

The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding     

C. Nikki Arrington  Paulina A. Kulesz  David J. Francis  Jack M. Fletcher  Marcia A. Barnes 《Scientific Studies of Reading》2014,18(5):325-346

Little is known about how specific components of working memory, namely, attentional processes including response inhibition, sustained attention, and cognitive inhibition, are related to reading decoding and comprehension. The current study evaluated the relations of reading comprehension, decoding, working memory, and attentional control in 1,134 adolescent students. Path analyses were used to assess the direct and indirect effects of working memory and aspects of attentional control on reading comprehension and decoding. There were significant direct effects of working memory, sustained attention, and cognitive inhibition on reading comprehension, but not decoding. There was a significant direct effect of working memory and response inhibition on decoding, but not comprehension. These results suggest that different aspects of attentional control are important for decoding versus comprehension.  相似文献   

Personal learning environments: design and use / Los entornos personales de aprendizaje en la educación superior: del diseño al uso     

César Coll  Anna Engel  Alexandra Saz  Alfonso Bustos 《Cultura y Educación》2014,26(4):775-801

Abstract

This study focuses on the uses that two groups of higher education students make of technological resources offered by an institution to build their own personal learning environments. The main thesis is that these uses depend on the techno-pedagogical design of the teaching and learning process in which the technological resources are framed. In order to explore and illustrate this thesis two instructional sequences have been analysed. Both use the same technological design, the Elgg platform, which allows users to select and organize a set of resources or widgets according to their interests and needs. The results show that in both cases the uses that students make of technology are related to the characteristics and requirements of the particular techno-pedagogical designs. We conclude that the key is not to offer technological resources to the students so they can build their own personal learning environments, but to design activities that attract and induce them to build these personal environments and to guide and support the process of construction.  相似文献   

Exploring teacher and school resilience as a new perspective to solve persistent problems in the educational sector     

Roosmarijn M.C. Schelvis  Gerard I.J.M. Zwetsloot  Evelien H. Bos  Noortje M. Wiezer 《Teachers and Teaching》2014,20(5):622-637

In this paper, we will explore the relevance, meaning and perspectives of teacher, team and school resilience. The central research questions are: does the concept of teacher, team and school resilience offer new and promising perspectives on persistent problems in the educational sector? And secondly; how can resilience at individual, team and school level potentially be strengthened? After an insight into the context of the educational system in the Netherlands, we describe the current challenges in the educational system and sector both internationally and for the Netherlands based on a dialogue with stakeholders, scientific literature and data from the Netherlands Working Conditions Survey 2010. We propose that the educational field would benefit from a proactive approach that includes interrelated levels of actors (i.e. individual, team and school). We elaborate on this argument by making use of four resilience-related theories developed in a variety of areas: Resilience Engineering (focusing on four abilities for resilience), organizational mindfulness (focusing on signalling early warnings threatening resilience), the human resource management perspective on resilience (focusing on constraint vs. commitment of employees) and resilience as a social system (focusing on resilience as an interpersonal asset). Each of these theories points out that multilevel approaches for developing resilience are useful. Thereafter, four abilities (anticipation, monitoring, responding and learning) that seem vital for the process of developing resilience are described and discussed at individual, team and school level making use of practical examples based on stakeholders’ experiences. We discuss that the resilience perspective is promising and deserves (co-created) experimentation in the educational sector. Due to the theoretical nature of this paper, the findings could be useful to set agendas, but they need carefully evaluated pilot projects for future confirmation.  相似文献   

Erratum to: Student voice and engagement: connecting through partnership     

Gray  C.  Swain  J.  Rodway-Dyer  S. 《Tertiary Education and Management》2014,20(3):273-273

Tertiary Education and Management - Gray, C., Swain, J., and Rodway-Dyer, S. (2014). Student voice and engagement: connecting through partnership. Tertiary Education and Management, 20(1), pp....  相似文献   

Measures used in assessing outcomes of school‐wide positive behaviour support     

Rachel C. Brandt  Morgan Chitiyo  Michael E. May 《Journal of Research in Special Educational Needs》2014,14(4):229-238

School‐Wide Positive Behaviour Support (SWPBS) is increasingly becoming a popular approach to managing challenging behaviour in schools. However, several issues still have to be addressed facilitate successful implementation of this approach in schools. One of these issues pertains to the appropriateness of the different measures used to determine the efficacy of the approach. Because many schools are using indirect measures to assess the effects of SWPBS implementation, determining which measures more accurately reflect the effectiveness of the SWPBS components may increase the effectiveness of school measurement systems. The purpose of this study was to examine the measures used in evaluating the efficacy of positive behaviour support. The paper discusses the strengths and weaknesses of outcome measures regarding problem behaviour, prosocial behaviour, and implementation fidelity.  相似文献   

Differences in Brain Activation Between Novices and Experts in Science During a Task Involving a Common Misconception in Electricity     

Steve Masson  Patrice Potvin  Martin Riopel  Lorie‐Marlène Brault Foisy 《Mind, Brain, and Education》2014,8(1):44-55

Science education studies have revealed that students often have misconceptions about how nature works, but what happens to misconceptions after a conceptual change remains poorly understood. Are misconceptions rejected and replaced by scientific conceptions, or are they still present in students' minds, coexisting with newly acquired scientific conceptions? In this study, we use functional magnetic resonance imaging (fMRI) to compare brain activation between novices and experts in science when they evaluate the correctness of simple electric circuits. Results show that experts, more than novices, activate brain areas involved in inhibition when they evaluate electric circuits in which a bulb lights up, even though there is only one wire connecting it to the battery. These findings suggest that experts may still have a misconception encoded in the neural networks of their brains that must be inhibited in order to answer scientifically.  相似文献   

A known group analysis validity study of the Vanderbilt Assessment of Leadership in Education in US elementary and secondary schools     

Elizabeth Covay Minor  Andrew C. Porter  Joseph Murphy  Ellen B. Goldring  Xiu Cravens  Stephen N. Elloitt 《Educational Assessment, Evaluation and Accountability》2014,26(1):29-48

The Vanderbilt Assessment of Leadership in Education (VAL-ED) provides educators with a tool for principal evaluation based on principal, teacher, and supervisor reports of principals’ learning-centered leadership. In this study, we conduct a known group analysis as part of a larger argument for the validity of the VAL-ED in US elementary and secondary schools. We asked superintendents to select the principals in their district who they believe in performance of their duties are in the top 20 % and the bottom 20 %. We ask how accurately VAL-ED scores can identify membership of the two known groups. Using a discriminant analysis, the VAL-ED places principals in the superintendent groups, on average, 70 % of the time for both elementary and secondary schools. Placement accuracy is greater for the top group than the bottom group.  相似文献   

Teaching Lean Six Sigma within A Supply Chain Context: The Airplane Supply Chain Simulation     

Scott C. Ellis  Thomas J. Goldsby  Ana M. Bailey  Jae‐Young Oh 《Decision Sciences Journal of Innovative Education》2014,12(4):287-319

Lean six sigma is a management methodology that firms can employ to achieve substantial improvement in supply chain performance. However, few pedagogical exercises facilitate students’ use of a comprehensive set of lean six sigma principles within a supply chain context. We describe the Airplane Supply Chain Simulation that helps students understand how lean six sigma concepts may be leveraged to improve supply chain performance. The basis of this simulation is a four‐tier supply chain, consisting of suppliers (two tiers), a manufacturer, and a customer, that produces three models of paper airplanes to meet randomly distributed customer demand. In the first of three successive runs, a highly structured simulation is executed in which supply chain roles are well defined, material flows are convoluted, and a “push” production strategy is followed. The first simulation as the “current state” and, for the second and third simulation runs, challenge competing student teams to leverage lean six sigma concepts to develop a “future state” that enables the fulfillment of all customer orders at the lowest cost. Results based on statistical analyses of survey response data from 194 MBA students show that the Airplane Supply Chain Simulation is an effective participative, team‐based learning tool.  相似文献