The Flipped Classroom in Counselor Education     

Kristen Moran  Amy Milsom 《Counselor Education & Supervision》2015,54(1):32-43

The flipped classroom is proposed as an effective instructional approach in counselor education. An overview of the flipped‐classroom approach, including advantages and disadvantages, is provided. A case example illustrates how the flipped classroom can be applied in counselor education. Recommendations for implementing or researching flipped classrooms are shared.  相似文献   

‘I like the sound of that’ – an evaluation of providing audio feedback via the virtual learning environment for summative assessment     

Clare Carruthers  Brenda McCarron  Peter Bolan  Adrian Devine  Una McMahon-Beattie  Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370

This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research.  相似文献   

Felson’s Review of “Breaking Rules”: Smoke and Mirrors     

Per-Olof H. Wikström  Kyle Treiber  Beth Hardie  Dietrich Oberwittler 《Journal of Criminal Justice Education》2015,26(1):115-116

  相似文献   

Developing Critical Social Justice Literacy in an Online Seminar     

Elizabeth Bondy  Amy S. Murphy  Rachel Wolkenhauer  Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.  相似文献   

Storylines in public news media about mathematics education and minoritized students     

Andersson  Annica  Ryan  Ulrika  Herbel-Eisenmann  Beth  Huru  Hilja Lisa  Wagner  David 《Educational Studies in Mathematics》2022,111(2):323-343

Educational Studies in Mathematics - Public media both reflects and shapes societal perceptions and attitudes. Teachers and others around students in mathematics classrooms have expectations for...  相似文献   

The impact of the first COVID-19 lockdown in the UK for doctoral and early career researchers     

Jackman  Patricia C.  Sanderson  Rebecca  Haughey  Tandy J.  Brett  Caroline E.  White  Naomi  Zile  Amy  Tyrrell  Katie  Byrom  Nicola C. 《Higher Education》2022,84(4):705-722

Higher Education - Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research...  相似文献   

Untangling Trustworthiness and Uncertainty in Science     

Covitt  Beth A.  Anderson  Charles W. 《Science & Education》2022,31(5):1155-1180

Science & Education - This article focuses on uncertainty—ways in which scientists recognize and analyze limits in their studies and conclusions. We distinguish uncertainty from...  相似文献   

The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data-Based Decisions to Improve Students’ Writing     

Kelley Regan  Anya S. Evmenova  Reagan L. Mergen  Courtney Verbiest  Amy Hutchison  Reagan Murnan  Sara Field  Boris Gafurov 《Learning disabilities research & practice》2023,38(1):40-56

Rubrics can be used to give students targeted feedback on their writing and, therefore, teachers should be able to use them as a type of formative assessment to guide writing instruction. This article describes an exploratory study of how three teachers provided instruction for fourth, fifth, and seventh graders with learning disabilities and attention-deficit hyperactivity disorder in using a technology-based graphic organizer (TBGO) to compose persuasive essays. Given professional development inclusive of online modules, long-range plans, and virtually facilitated professional learning communities, the teachers used a digital dashboard to (a) monitor students’ writing progress with a genre-specific analytic rubric, (b) target a specific instructional skill, and (c) document their instructional decision(s). The article illustrates how educators can effectively use genre-specific writing rubrics in practice to make data-driven decisions about student writing.  相似文献   

Evaluating the feasibility of remotely administered curriculum-based measurement for students with autism: A pilot study     

Sarah S. Mire  Milena A. Keller-Margulis  Amy K. Izuno-Garcia  Emily R. Jellinek  Elías S. Loría Garro 《Psychology in the schools》2023,60(2):345-363

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats. The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2–5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.  相似文献   

Relationship of executive functioning and memory to autism symptomology and adaptive functioning: Implications for reducing future underemployment     

Maria E. Hernández Finch  Beth Trammell  Asia R. Hulse  William H. Finch  Aimee Wildrick  Elizabeth F. Floyd  Jenna Pittenger  David E. McIntosh 《Psychology in the schools》2023,60(2):282-294

Understanding the relationship between executive functioning and its connection to working memory and adaptive functioning can inform planning and employment efforts. This study explored the relationship between memory and adaptive functioning with a sample of Autistic youths/young adults. Participant mean age was 21.3 (SD = 3.0). Of the 22 participants, 17 were male, and 19 white, non-Hispanic/Latina/o/x. All but one lived with their parent(s). Participants were administered a full battery assessing cognitive ability (WAIS-IV), memory and executive functioning (WMS-IV and DKEFS), autism symptomatology (ADOS-II), and adaptive functioning (SIB-R). A multivariate lasso regression model was used. Memory, especially as measured on the WMS-IV, was found to be significantly related to adaptive functioning and autism symptomatology. There appears to be continuing evidence that memory is highly related to adaptive functioning and autism symptomatology. Interventions involving auditory and immediate memory could be helpful in promoting more mutually effective social interactions necessary for positive employment outcomes.  相似文献