Establishing a Center to Support Faculty Research     

Laura Goodwin  Elizabeth Kozleski  Rodney Muth  Lynn K. Rhodes  Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268

This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources, and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at this point in the Center's development, and possibilities for the evolution of the Center. All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski, Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D., Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for collecting most of the data included in this study.  相似文献   

Relationships of attitude toward classroom environment with attitude toward and achievement in science among tenth grade biology students     

E. Lynn Talton  Ronald D. Simpson 《科学教学研究杂志》1987,24(6):507-525

The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.  相似文献   

Enhancing nursing home care for seniors: impact of a living classroom on nursing assistant’s education     

Veronique M. Boscart  Lynn McCleary  Paul Stolee  Linda Sheiban Taucar  Jessica Wilhelm  Keia Johnson 《Educational gerontology》2020,46(8):461-472

ABSTRACT

Nursing Assistants (NAs) are the largest workforce in nursing homes, but often lack adequate preparation for their role. The Living Classroom (LC) is an integrated learning approach, whereby a NA program is delivered in a nursing home (NH) in collaboration with a community college. This paper describes the implementation and evaluation of the LC. Mixed methods were used to gather data from 48 NA students, 5 faculty, and 42 NH staff over 30 weeks. Students, faculty, and nursing home staff described the LC as a positive learning experience. Students’ gerontological knowledge increased over time (p = .0012). Students reported very positive relationships with program mentors and NH residents. The LC provides a unique approach to prepare NAs to work in nursing homes. This model could expand to other educational programs with a gerontology focus.  相似文献   

Conceptualizing, Measuring, and Evaluating the Developmental Course of Gender Differentiation: Compliments, Queries, and Quandaries     

Diane N. Ruble  & Carol Lynn Martin 《Monographs of the Society for Research in Child Development》2002,67(2):148-166

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The rewarding effects of number and surface area of food in rats     

Devina Wadhera  Lynn M. Wilkie  Elizabeth D. Capaldi-Phillips 《Learning & behavior》2018,46(3):242-255

Visual cues have an important role in food preference for both rats and humans. Here, we aim to isolate the effects of numerosity, density, and surface area on food preference and running speed in rats, by using a forced-choice maze paradigm. In Experiment 1, rats preferred and ran faster for a group of multiple smaller pellets rather than a single large pellet, corroborating previous research (Capaldi, Miller, & Alptekin Journal of Experimental Psychology: Animal Behavior Processes, 15(1), 75–80, 1989). Further experiments tested the prevailing hypothesis that multiple food pieces are more reinforcing because they occupy a larger surface area. Experiment 2 controlled for numerosity by utilizing a continuous food: mashed potatoes flattened to cover a larger surface area or rounded into a ball. The rats preferred and ran faster for the flattened potatoes, suggesting surface area plays a role in quantity estimations. Finally, in Experiment 3, rats displayed no preference or difference in running speed between a group of scattered and clustered pellets when number of pellets were kept constant. Taken together, these results suggest that density has an important role in food perception—that is, the rewarding effect of higher numerosity or larger surface area is removed when the food does not fill out the entire space. Alternative explanations and implications for human diet are discussed.  相似文献   

Appendix D: Use and Scoring of Coat and Oat Scales     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):134-138

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Appendix A: Items on Coat and Oat Measures and Ratings of the Degree to Which Items are Stereotyped in American Culture     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):113-119

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Understanding student pathways in context-rich problems     

Pavlo D. Antonenko  Craig A. Ogilvie  Dale S. Niederhauser  John Jackman  Piyamart Kumsaikaew  Rahul R. Marathe  Sarah M. Ryan 《Education and Information Technologies》2011,16(4):323-342

This paper describes the ways that students’ problem-solving behaviors evolve when solving multi-faceted, context-rich problems within a web-based learning environment. During the semester, groups of two or three students worked on five physics problems that required drawing on more than one concept and, hence, could not be readily solved with simple “plug-and-chug” strategies. The problems were presented to students in a data-rich, online problem-based learning environment that tracked which information items were selected by students as they attempted to solve the problem. The students also completed a variety of tasks, like entering an initial qualitative analysis of the problem into an online form. Students were not constrained to complete these tasks in any specific order. As they gained more experience in solving context-rich physics problems, student groups showed some progression towards expert-like behavior as they completed qualitative analysis earlier and were more selective in their perusal of informational resources. However, there was room for more improvement as approximately half of the groups still completed the qualitative analysis task towards the end of the problem-solving process rather than at the beginning of the task when it would have been most useful to their work.  相似文献   

ENGAGING SCIENCE: PRE-SERVICE PRIMARY SCHOOL TEACHERS�� NOTIONS OF ENGAGING SCIENCE LESSONS     

Douglas P. Newton  Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345

If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training. They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning, although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations, as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’ conceptions of engagement and increase their repertoire of teaching behaviours.  相似文献   

Duality of educational policy as global and local: the case of the gender equity agenda in national principles and state actions     

Seung-Hwan Ham  Lynn W. Paine  Yun-Kyung Cha 《Asia Pacific Education Review》2011,12(1):105-115

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