Microteaching: Developing the Concept for Practical Training     

Brian Garvey 《British journal of educational technology : journal of the Council for Educational Technology》1978,9(2):142-149

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Conceptualizations of nature: An interpretive study of 16 ninth graders' everyday thinking     

William W. Cobern  Adrienne T. Gibson  Scott A. Underwood 《科学教学研究杂志》1999,36(5):541-564

The research reported in this article sought to provide a broader understanding of high school science students as persons by describing the personal thoughts, or everyday thinking, about a question relevant to science: What is Nature? The purpose was to gain an understanding of students' fundamental beliefs about the world on the basis that developing scientific literacy can be successful only to the extent that science finds a niche in the cognitive and cultural milieu of students. The theoretical background for this research came from cultural anthropology and the methodology was interpretive, involving student interviews. The assertions of the study in summary form were: (a) The ninth‐grade students in the study tended to discuss Nature using several different perspectives (e.g., religious, aesthetic, scientific, conservationist). A rich breadth of perspectives typically characterized any one student's discussion of Nature. (b) After 9 years of schooling, however, the level of science integration within everyday thinking remained low for many of these ninth graders. In their discussions of Nature, most volunteered little school knowledge of science. They were aware of school science topics such as the ozone layer, rain forests, and the Big Bang theory. Such topics were voluntarily mentioned but usually without elaboration even when asked. (c) Science grade success was not correlated with the concepts these ninth graders typically chose to use in a discussion about the natural world. The students with the most grade success in science had not necessarily grasped fundamental concepts about Nature and science. (d) Regardless of school grade success, including school science grade success, most of the ninth graders attached considerable importance to personal experiences with Nature. Their environmental inclinations were strong. The article ends with a discussion of the implications. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 541–564, 1999  相似文献   

An Investigation Into Handedness and Choking Under Pressure in Sport     

Christopher Mesagno  Jacob Garvey  Stephanie J. Tibbert  Peter Gröpel 《Research quarterly for exercise and sport》2019,90(2):217-226

When athletes fail to perform at an expected level during an important moment, it is implied the athletes have experienced “choking“ (sudden decline in performance) under pressure.”. Researchers have reported that persistent left-hemispheric activation patterns occur when an athlete experiences considerable performance deteriorations under pressure. Researchers have also observed differences in brain activation patterns between left- and right-handed people on a variety of physical and cognitive tests, with the left-hemispheric activation more pronounced in right-handed participants. Purpose: The purpose of this study was to investigate whether athletes’ handedness may be linked to choking susceptibility (i.e., likelihood to experience performance decline under pressure). Method: Twenty right-handed and 13 left-handed experienced Australian football players completed 15 shot attempts, in both a low-pressure and a high-pressure condition. Both groups displayed equal state anxiety increases due to the pressure manipulation, indicating similar increases in anxiety in both handedness groups. Results: Differences were indicated in performance between the left- and right-handed groups during the high-pressure condition, with the left-handed group maintaining, and the right-handed participants declining, performance. Conclusion: Future electroencephalogram (EEG) research investigating this link may clarify the effect between handedness and choking.  相似文献   

Assessment of learning gains associated with independent exam analysis in introductory biology     

William AE  Aguilar-Roca NM  Tsai M  Wong M  Beaupré MM  O'Dowd DK 《CBE life sciences education》2011,10(4):346-356

This study evaluates the impact of an independent postmidterm question analysis exercise on the ability of students to answer subsequent exam questions on the same topics. It was conducted in three sections (～400 students/section) of introductory biology. Graded midterms were returned electronically, and each student was assigned a subset of questions answered incorrectly by more than 40% of the class to analyze as homework. The majority of questions were at Bloom's application/analysis level; this exercise therefore emphasized learning at these higher levels of cognition. Students in each section answered final exam questions matched by topic to all homework questions, providing a within-class control group for each question. The percentage of students who correctly answered the matched final exam question was significantly higher (p < 0.05) in the Topic Analysis versus Control Analysis group for seven of 19 questions. We identified two factors that influenced activity effectiveness: 1) similarity in topic emphasis of the midterm-final exam question pair and 2) quality of the completed analysis homework. Our data suggest that this easy-to-implement exercise will be useful in large-enrollment classes to help students develop self-regulated learning skills. Additional strategies to help introductory students gain a broader understanding of topic areas are discussed.  相似文献   

Universal patterns or the tale of two systems? Mathematics achievement and educational expectations in post-socialist Europe     

Katerina Bodovski  Stephen Kotok  Adrienne Henck 《Compare》2014,44(5):732-755

Although communist ideology claimed to destroy former class stratification based on labour market capitalist relationships, de facto during socialism one social class hierarchy was substituted for another that was equally unequal. The economic transition during the 1990s increased stratification by wealth, which affected educational inequality. This study examines the relationships among parental education, gender, educational expectations and mathematics achievement of youths in five post-socialist Eastern European countries, comparing them with three Western countries. We employed the 8th-grade data from the Trends in International Mathematics and Science Study (TIMSS) 1995 and 2007. The findings point to the universal associations between parental education and student outcomes, whereas gender comparisons present interesting East-West differences. The theoretical and policy implications of these findings are discussed.  相似文献   

Preface to Special Topic: Papers from the 2006 Annual Meeting of the American Electrophoresis Society, San Francisco, CA     

Adrienne R. Minerick  Victor M. Ugaz 《Biomicrofluidics》2007,1(2)

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Evaluating the Consistency of Angoff-Based Cut Scores Using Subsets of Items Within a Generalizability Theory Framework     

Priya Kannan  Adrienne Sgammato  Richard J. Tannenbaum  Irvin R. Katz 《教育实用测度》2015,28(3):169-186

The Angoff method requires experts to view every item on the test and make a probability judgment. This can be time consuming when there are large numbers of items on the test. In this study, a G-theory framework was used to determine if a subset of items can be used to make generalizable cut-score recommendations. Angoff ratings (i.e., probability judgments) from previously conducted standard setting studies were used first in a re-sampling study, followed by D-studies. For the re-sampling study, proportionally stratified subsets of items were extracted under various sampling and test-length conditions. The mean cut score, variance components, expected standard error (SE) around the mean cut score, and root-mean-squared deviation (RMSD) across 1,000 replications were estimated at each study condition. The SE and the RMSD decreased as the number of items increased, but this reduction tapered off after approximately 45 items. Subsequently, D-studies were performed on the same datasets. The expected SE was computed at various test lengths. Results from both studies are consistent with previous research indicating that between 40–50 items are sufficient to make generalizable cut score recommendations.  相似文献   

Contextualizing Gay‐Straight Alliances: Student,Advisor, and Structural Factors Related to Positive Youth Development Among Members          下载免费PDF全文

V. Paul Poteat  Hirokazu Yoshikawa  Jerel P. Calzo  Mary L. Gray  Craig D. DiGiovanni  Arthur Lipkin  Adrienne Mundy‐Shephard  Jeff Perrotti  Jillian R. Scheer  Matthew P. Shaw 《Child development》2015,86(1):176-193

Gay‐straight alliances (GSAs) may promote resilience. Yet, what GSA components predict well‐being? Among 146 youth and advisors in 13 GSAs (58% lesbian, gay, bisexual, or questioning; 64% White; 38% received free/reduced‐cost lunch), student (demographics, victimization, attendance frequency, leadership, support, control), advisor (years served, training, control), and contextual factors (overall support or advocacy, outside support for the GSA) that predicted purpose, mastery, and self‐esteem were tested. In multilevel models, GSA support predicted all outcomes. Racial/ethnic minority youth reported greater well‐being, yet lower support. Youth in GSAs whose advisors served longer and perceived more control and were in more supportive school contexts reported healthier outcomes. GSA advocacy also predicted purpose. Ethnographic notes elucidated complex associations and variability as to how GSAs operated.  相似文献   

Music and the music industry     

Rachel Dunlop  Dominic Moody  Adrienne Muir  Catherine Shaw 《Cultural Trends》1995,7(26):27-43

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The Internet Is Full of Jerks,Because the World Is Full of Jerks: What Feminist Theory Teaches Us About the Internet     

Adrienne Shaw 《传播与批判/文化研究》2013,10(3):273-277

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