A Model-Based Inquiry Sequence as a Heuristic to Evaluate Students’ Emotional,Behavioural, and Cognitive Engagement     

Jimenez-Liso  M. Rut  Bellocchi  Alberto  Martinez-Chico  Maria  Lopez-Gay  Rafael 《Research in Science Education》2022,52(4):1313-1334

Research in Science Education - In this study we address the need to promote student engagement with school science and the need to measure a more comprehensive conception of engagement considering...  相似文献   

A Content Analysis of Sex Trafficking Instruments     

Interiano-Shiverdecker  Claudia G.  Romero  Devon E.  Anderson  Aneesa  Castellon  Nancy E. 《International journal for the advancement of counseling》2022,44(3):373-394

International Journal for the Advancement of Counselling - This content analysis examined assessments available for the screening of sex trafficking to provide professional counselors further...  相似文献   

Development and implementation of a three-dimensional (3D) printing elective course for health science students     

Derek J. Harmon  Barbie A. Klein  Cecilia Im  Dylan Romero 《Anatomical sciences education》2022,15(3):620-627

Three-dimensional (3D) printing technology has become more affordable, accessible, and relevant in healthcare, however, the knowledge of transforming medical images to physical prints still requires some level of training. Anatomy educators can play a pivotal role in introducing learners to 3D printing due to the spatial context inherent to learning anatomy. To bridge this knowledge gap and decrease the intimidation associated with learning 3D printing technology, an elective was developed through a collaboration between the Department of Anatomy and the Makers Lab at the University of California, San Francisco. A self-directed digital resource was created for the elective to guide learners through the 3D printing workflow, which begins with a patient's computed tomography digital imaging and communication in medicine (DICOM) file to a physical 3D printed model. In addition to practicing the 3D printing workflow during the elective, a series of guest speakers presented on 3D printing applications they utilize in their clinical practice and/or research laboratories. Student evaluations indicated that their intimidation associated with 3D printing decreased, the clinical and research topics were directly applicable to their intended careers, and they enjoyed the autonomy associated with the elective format. The elective and the associated digital resource provided students with the foundational knowledge of 3D printing, including the ability to extract, edit, manipulate, and 3D print from DICOM files, making 3D printing more accessible. The aim of disseminating this work is to help other anatomy educators adopt this curriculum at their institution.  相似文献   

Investigating science teacher educator identity through the politics of domestication and critical positional praxis     

Alberto J. Rodriguez  Sara Tolbert  Sheron L. Mark 《科学教学研究杂志》2024,61(3):625-644

The focus on identity in the field of teaching and learning continues to grow, especially when it concerns equitable outcomes for students. While most attention is placed on students' identities and increasingly those of teachers, lesser addressed are the identities of the teacher educators and researchers broaching the issue of identity. Additionally, identity research is not often linked to relationships between self, others, and transformative action. We recognize these as gaps to be addressed and offer critical positional praxis (CPP) as a response. CPP is the public manifestation of the insights gained through our sense of identity and reflexivity. More specifically, CPP is the actions (or inactions) that express who we are in response to an event in any given social context—especially oppressive ones. In this article, we draw from our own critical autoethnographies, as a context for putting CPP into practice in identity research. Our collective analysis of these critical autoethnographies revealed how our identity development was inseparable from the ways in which we have each resisted the politics of domestication. Our autoethnographies further point to the role of dissent as central to our experiences of becoming critical science teacher educators committed to equity, diversity, and anti-racism in education. We draw from this analysis to offer recommendations for how identity and positionality can move beyond theoretical constructs toward transformative personal and collective change in science education.  相似文献   

Changes in repeated-sprint performance in relation to change in locomotor profile in highly-trained young soccer players     

Martin Buchheit  Alberto Mendez-Villanueva 《Journal of sports sciences》2014,32(13):1309-1317

Abstract

The aim of this study was to examine the effects of changes in maximal aerobic (MAS) and sprinting (MSS) speeds and the anaerobic reserve (ASR) on repeated-sprint performance. Two hundred and seventy highly-trained soccer players (14.5 ± 1.6 year) completed three times per season (over 5 years) a maximal incremental running test to approach MAS, a 40-m sprint with 10-m splits to assess MSS and a repeated-sprint test (10 × 30-m sprints), where best (RSb) and mean (RSm) sprint times, and percentage of speed decrement (%Dec) were calculated. ASR was calculated as MSS-MAS. While ?RSb were related to ?MSS and ?body mass (r² = 0.42, 90%CL[0.34;0.49] for the overall multiple regression, n = 334), ?RSm was also correlated with ?MAS and ?sum of 7 skinfolds (r² = 0.43 [0.35;0.50], n = 334). There was a small and positive association between ?%Dec and ?MAS (r² = 0.02 [?0.07;0.11], n = 334). Substantial ?MSS and ?MAS had a predictive value of 70 and 55% for ?RSm, respectively. Finally, ?ASR per se was not predictive of ?RSm (Cohen’s = +0.8 to ?0.3 with increased ASR), but the greater magnitude of ?RSm improvement was observed when MSS, MAS and ASR increased together (0.8 vs. +0.4 with ASR increased vs. not, additionally to MSS and MAS). Low-cost field tests aimed at assessing maximal sprinting and aerobic speeds can be used to monitor ?RS performance.  相似文献   

The Role of Bilingualism in Shaping Engineering Literacies and Identities     

Erika Mein  Alberto Esquinca 《理论付诸实践》2017,56(4):282-290

In this article, we demonstrate ways in which teachers, working within the context of rapidly changing demographics in our country, can create inclusive classroom environments that promote the development of engineering literacies and identities, particularly among bilingual students. We draw on our experience working with two projects funded by the U.S. Department of Education’s Minority Science and Engineering Improvement Program (MSEIP) at a large public university on the U.S.-Mexico border to show how educators can create educational spaces that encourage bilingual students to use their full communicative repertoires in developing engineering discourses and identities. In so doing, we highlight the relationship between bilingualism and disciplinary literacy development; describe how hybrid language practices such as translanguaging can contribute to engineering learning; and highlight the role of identities in disciplinary discourses. The practices illustrated in this article have implications not only for college instructors, but also for teachers at the secondary level.  相似文献   

The dynamics of connecting universities,non-governmental organizations and community members by means of academic projects directed at people in need     

João Alberto Arantes do Amaral  Cristina Toshie Motohashi Matsusaki 《Educational Action Research》2017,25(2):280-299

In this article we discuss an action research experience that took place from 2002 to 2015. We analyze the inception and progress of several project-based learning-centered academic courses that were aimed at developing the project management skills of graduate and undergraduate students. The experience involved approximately 1800 students from two universities and 40 community partners. The students developed real-life projects on behalf of institutions and non-governmental organizations located in the area that help people in need; we refer to these agencies as ‘community partners.’ We analyze the development of the course from a systemic perspective, making use of causal loop diagrams in order to understand the main driving dynamics. We discuss the results achieved by these projects and the benefits brought to the community partners. We also present testimony from the community partners themselves. We conclude by presenting the lessons we learned over the years we have been running this course.  相似文献   

The effect of use and access on citations     

Michael J. Kurtz  Guenther Eichhorn  Alberto Accomazzi  Carolyn Grant  Markus Demleitner  Edwin Henneken  Stephen S. Murray 《Information processing & management》2005,41(6):1395-1402

It has been shown (Lawrence, S. (2001). Online or invisible? Nature, 411, 521) that journal articles which have been posted without charge on the internet are more heavily cited than those which have not been. Using data from the NASA Astrophysics Data System (ads.harvard.edu) and from the ArXiv e-print archive at Cornell University (arXiv.org) we examine the causes of this effect.  相似文献   

Dancing on the deck of the Titanic? Adult education, the nation-state and new social movements     

Carlos Alberto Torres 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(1-2):39-55

This article begins with a discussion of the implications of CONFINTEA VI having been organised in Brazil ?C the author uses the term ??Brazilian effect?? ?C and the role of social movements challenging neoliberalism. Next, drawing from the experience of Latin America, this paper analyses the counter-hegemonic practice of the new social movements. The concluding section highlights the dilemmas faced by UNESCO in trying to create a democratic and efficient process of policy-making and institutional service in adult education in the nation-states. Furthermore, the proposal of popular education portrayed by the new social movements is described as a tool for empowerment. CONFINTEA VI??s recommendation of moving from rhetoric to action in adult education programmes, practices and policies demands that we take the agendas of the new social movements in the post-neoliberalism era seriously.  相似文献   

Radical education and the common school: a democratic alternative     

Stuart Tannock  David James  Carlos Alberto Torres 《British Journal of Sociology of Education》2011,32(6):939-952

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