IV. DISCUSSION     

Virginia Slaughter  Michelle Heron  Linda Jenkins  Elizabeth Tilse 《Monographs of the Society for Research in Child Development》2004,69(2):77-93

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The role of academic developers in embedding high-impact undergraduate research and inquiry in mainstream higher education: twenty years’ reflection     

Mick Healey  Alan Jenkins 《International Journal for Academic Development》2018,23(1):52-64

Abstract

The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental practices and policies; institutional practices and policies; and national and international practices and policies. Drawing on our experiences over the last 20 years, we discuss the widening of academic development practice and consider who are the academic developers when it comes to embedding undergraduate research and inquiry in mainstream higher education.  相似文献   

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?     

Compton DL  Gilbert JK  Jenkins JR  Fuchs D  Fuchs LS  Cho E  Barquero LA  Bouton B 《Journal of learning disabilities》2012,45(3):204-216

Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and small-group intervention (Tier 2) before becoming eligible for the most intensive intervention (Tier 3). The purpose of this article was to determine how to predict accurately which at-risk children will be unresponsive to Tiers 1 and 2, thereby allowing unresponsive children to move directly from Tier 1 to Tier 3. As part of an efficacy study of a multitier RTI approach to prevention and identification of reading disabilities (RD), 129 first-grade children who were unresponsive to classroom reading instruction were randomly assigned to 14 weeks of small-group, Tier 2 intervention. Nonresponders to this instruction (n = 33) were identified using local norms on first-grade word identification fluency growth linked to a distal outcome of RD at the end of second grade. Logistic regression models were used to predict membership in responder and nonresponder groups. Predictors were entered as blocks of data from least to most difficult to obtain: universal screening data, Tier 1 response data, norm referenced tests, and Tier 2 response data. Tier 2 response data were not necessary to classify students as responders and nonresponders to Tier 2 instruction, suggesting that some children can be accurately identified as eligible for Tier 3 intervention using only Tier 1 data, thereby avoiding prolonged periods of failure to instruction.  相似文献   

The Most Integrated Hour in America: Reframing the Organizational Discourses of Church Purpose     

Gerald W. C. Driskill  Jacob Jenkins 《Communication Studies》2013,64(4):433-452

Religious organizations have increasingly drawn the attention of communication scholars. This interest is due in part to the significant role these organizations have in building social capital – particularly in regard to improving racial/ethnic relations. This potential has remained largely unrealized, however, since the Civil Rights Movement over 50 years ago. Consequently, this study seeks to understand how church pastors frame the ambiguous discourse of organizational purpose. Building on an earlier research phase that included 42 pastoral interviews, this study adds to our understanding of framing practices via three dialectical tensions: integration-segregation, belief-practice, and vertical-horizontal. The analysis also reveals how these dialectics were framed through improbability, double bind, alternation, selection, connection, and transcendence, as well as their impact upon ethnic relationships. Theoretic and practical implications are provided.  相似文献   

School science education: towards a reconstruction   总被引：4，自引：3，他引：1  

E. W. Jenkins 《课程研究杂志》2013,45(3):229-246

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Public understanding of science and science education for action   总被引：2，自引：1，他引：1  

E. W. Jenkins 《课程研究杂志》2013,45(6):601-611

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The ‘nature of science’ in the school curriculum: the great survivor     

Edgar W. Jenkins 《课程研究杂志》2013,45(2):132-151

This paper explores the ways in which the ‘nature of science’ (NoS) has been interpreted, accommodated and justified within school curricula since science was first schooled in the mid-nineteenth century. It explores how different interpretations of ‘the NoS’ have been invoked by those seeking to reform school science education in response to wider political, economic or social concerns such as the demand to ‘humanise’ school science teaching, to increase the supply of qualified scientists or to promote scientific literacy. It offers some comments upon the implications of these interpretations for current attempts to promote the ‘NoS’ in school science education. The focus of attention is England and, to a lesser extent, the USA but the issues raised are of contemporary relevance to many other parts of the world.  相似文献   

What’s Māori About Māori Education?: The Struggle for a Meaningful Context     

Kuni Jenkins 《History of education》2013,42(5):692-694

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Multilevel Mediation: Cumulative Contextual Risk,Maternal Differential Treatment,and Children's Behavior Within Families     

Jean Christophe Meunier  Michael Boyle  Thomas G. O'Connor  Jennifer M. Jenkins 《Child development》2013,84(5):1594-1615

This study tests the hypothesis that links between contextual risk and children's outcomes are partially explained by differential parenting. Using multi‐informant measurement and including up to four children per family (M_age = 3.51, SD = 2.38) in a sample of 397 families, indirect effects (through maternal differential parenting: self‐reported and observed) of cumulative contextual risk on four child outcomes were investigated. Cumulative risk was associated with higher levels of differential parenting and, in turn, with higher levels of behavioral problems. Indirect effects were strongest for attentional and social problems but also evident for aggression. The link between differential parenting and outcome was moderated by favoritism, but this was only evident for maternal report and strongest for aggression.  相似文献   

Geriatric Expertise among Medical School Faculty: Preparing for the Challenges of an Aging Population     

Sarah B. Laditka  Carol L. Jenkins  G. Paul Eleazer  Susan G. Kelsey 《Educational gerontology》2013,39(6):469-482

This study examined non-geriatrician physicians' experiences in a geriatrics-focused faculty development program, and effects of the program on their geriatrics knowledge and their teaching and practice. In-depth interviews were conducted with all physicians (n = 26) participating in the Dean's Faculty Scholars in Aging program. Most participants reported substantial gains in geriatric knowledge, and in the knowledge that older people are a distinct group with special needs. Most reported substantial changes in the way they care for older patients. Most reported incorporating notably more geriatrics content into their teaching. The program may serve as a process to address the growing need for physicians with geriatric knowledge.  相似文献