Humanitas Emptor: Reconsidering Recent Trends and Policy in Science Teacher Education     

Dana L. Zeidler  Benjamin C. Herman  Michael P. Clough  Joanne K. Olson  Sami Kahn  Mark Newton 《Journal of Science Teacher Education》2016,27(5):465-476

  相似文献   

From the postmodern to the ecological     

Mark Featherstone 《Educational Philosophy and Theory》2018,50(14):1514-1515

  相似文献   

Integrating expanded school mental health programs and school‐based health centers     

Mark D. Weist  Amy Goldstein  Leslie Morris  Tanya Bryant 《Psychology in the schools》2003,40(3):297-308

This article provides background on national movements toward expanded school mental health (ESMH) programs and school‐based health centers (SBHCs), and presents advantages and challenges of joining these two systems of child and adolescent health care. Delivering ESMH through SBHCs promotes an interdisciplinary approach, health–mental health care integration, and benefits including enhancing referral bases, improving screening of problems, and enhanced confidentiality and privacy. But this integrated approach also presents challenges including managing referrals and significant needs, handling crises, building a focus on prevention and mental health promotion, handling administrative demands, and coping with limited resources. These challenges, ideas for overcoming them, and future directions for this promising service delivery approach are discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 297–308, 2003.  相似文献   

Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong   总被引：3，自引：0，他引：3  

Mark Bray  Percy Kwok   《Economics of Education Review》2003,22(6):611-620

Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings.  相似文献   

Multiple‐Choice Tests and Student Understanding: What Is the Connection?     

Mark G. Simkin  William L. Kuechler 《Decision Sciences Journal of Innovative Education》2005,3(1):73-98

Instructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming.  相似文献   

Inexpensive Options for a High-Tech Learning Environment     

Marissa L. Smith  Mark A. Cline 《Journal of Science Education and Technology》2011,20(6):785-789

Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions of similar software are designed solely for academic use, however, here the students were trained to use software and technologies that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use of technology and reported that it aided in their learning process.  相似文献   

Teaching imaginary children: University students’ narratives about their Latino practicum children     

Eugene Matusov  Mark Philip Smith 《Teaching and Teacher Education》2007

This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children.  相似文献   

Investigative interviews of alleged sexual abuse victims with and without anatomical dolls     

Michael E. Lamb  Irit Hershkowitz  Kathleen J. Sternberg  Barbara Boat  Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259

Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings.  相似文献   

Predictors of Delinquent Behaviors Among Latino Youth     

Peacock  M. Jean  McClure  Faith  Agars  Mark D. 《The Urban Review》2003,35(1):59-72

This study used an ecological framework to examine predictors of delinquent behaviors among 91 sixth-grade Latino youth. Both proximal and distal contextual factors were assessed to determine their impact on various forms of delinquency, such as violent behaviors, violent thoughts, substance abuse, and general delinquency (e.g., skipping school). Attitudes toward school, mobility (number of moves to new schools and neighborhoods), and exposure to community violence were distal variables, whereas attachment to parents and attachment to peers were considered more proximal variables. Environmental experiences or exposure to distressing community violence was the strongest predictor of delinquent outcomes. The results were discussed in terms of school officials' developing linkages with the community to promote safe environments for youth.  相似文献   

The partial-reinforcement extinction effect in 4–5-day-old guinea pigs     

William A. Dailey  Mark Lindner  Abram Amsel 《Learning & behavior》1983,11(3):337-340

The partial-reinforcement extinction effect was demonstrated at 4–5 days of age in the precocial guinea pig and was related to the appearance of this effect at 12–14 days in the altricial rat. We suggest that the maturity of the septohippocampal system at birth in the guinea pig, relative to the immaturity of this system in the rat, is a possible basis for this difference.  相似文献