1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

Ethical elders: Campus role models for moral development     

Debora L. Liddell  Diane L. Cooper  Margaret A. Healy  Dafina Lazarus Stewart 《About Campus》2010,15(1):11-17

Educating for virtue has been a task of U.S. colleges and universities since the founding of this nation's first institution of higher learning. The authors of this article suggest that campus ethical elders have obligations toward students and toward younger colleagues who aspire to a life in education.  相似文献   

Challenges and possibilities in climate change education     

Diane Pruneau Abdellatif Khattabi Melanie Demerss 《美中教育评论》2010,7(9):15-24

Educating and communicating about climate change is challenging. Researchers reported that climate change concepts are often misunderstood. Some people do not believe that climate change will have impacts on their own life. Other challenges may include people＇s difficulty in perceiving small or gradual environmental changes, the fact that overconsumption brings people power and recognition, people＇s weak connection to nature, and people＇s tendency to make emotional decisions and quickly solve environmental problems. Drawn from research, some climate change communication and education strategies are presented. Well designed environmental messages could convince people that they can still reduce the scale of the phenomenon and could link mitigation actions to people＇s positive desires or aspirations, while providing local examples of climate change impacts and illustrated information. In mitigation education, some strategies （future education, reflective, experiential, socio-constructivist approaches and the community of change）, jointly used, could correct the learners＇ misconceptions and lead them to action. In adaptation education, scientists and citizens could get together to choose a specific problem that may worsen with climate change, analyze it, and propose and implement adaptations. In the meantime, pedagogical strategies inspired by cognitive science could strengthen the citizens＇ skills： posing and solving problems, decision-making, scenario building and sustainable planning.  相似文献   

A measure of emergent literacy for students with severe developmental disabilities     

Joshua N. Baker  Fred Spooner  Lynn Ahlgrim‐Delzell  Claudia Flowers  Diane M. Browder 《Psychology in the schools》2010,47(5):501-513

This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc.  相似文献   

State Anxiety as a Function of Skill Level and Proximity to Competition     

Sharon Huddleston  Diane L. Gill 《Research quarterly for exercise and sport》2013,84(1):31-34

Abstract

The purpose of this study was to investigate differences between the oversized racquet and the standard-sized racquet in (1) a tennis shot accuracy test on four basic strokes (ground strokes, volley, return of serve, and serve), and (2) a measure of players' subjective evaluation of playability (control, accuracy, power, and feel). Research participants (n = 57) were undergraduate students separated into two skill levels, intermediate (n = 29) and beginners (n = 28). Data were analyzed using a two-factor ANOVA with repeated measures on one factor. Result from the skills tests indicated that both beginning and intermediate groups scores significantly higher when using the oversized racquet. The scores received when using the oversized racquet tended to reflect a general increase in all four components of the skill test, particularly the return of serve. Data indicated that the subjective evaluation of the playing characteristic of each racquet was influenced by the player's skill level. Beginning players favored the oversized racquet, yet intermediate players rated the two racquet types about equal. The investigation suggests that beginning and intermediate tennis players, educators, and tennis teaching professionals should consider using and encouraging the use of oversized racquets.  相似文献   

Validation of Weinbach's and Hanavan's Models for Computation of Physical Properties of the Forearm     

Diane Rodrigue  Micheline Gagnon 《Research quarterly for exercise and sport》2013,84(3):272-277

Abstract

The purpose of the present study was to validate the Weinbach and the Hanavan models for the determinations of the forearm volume and center of mass. The study was conducted using 20 forearms from six male and four female cadavers. Results from the present investigation indicate that Weinbach's model is more accurate than Hanavan's model in estimating forearm volume and center of mass. The relative location of the center of mass and the center of volume was also investigated with the Weinbach model and these centers were found to coincide. The Hanavan model should be used only in the cases where the shape of the forearm closely resembles that of a truncated cone.  相似文献   

Development of the Sport Orientation Questionnaire     

Diane L. Gill  Thomas E. Deeter 《Research quarterly for exercise and sport》2013,84(3):191-202

Abstract

The Sport Orientation Questionnaire (SOQ) was developed as a multidimensional, sport-specific measure of individual differences in sport achievement orientation. Exploratory and confirmatory factor analyses revealed a stable, three-factor structure across three separate samples of university and high school students. The three separate but related subscales of competitiveness, win, and goal orientation demonstrate high internal consistency and stability over time. The SOQ competitiveness score differentiates students in competitive activities from those in noncompetitive activities, providing evidence for construct validity. The overall factor stability, reliability and validity evidence suggests that the SOQ can be a valuable measure for the investigation of competitiveness and achievement behavior in sport and exercise settings.  相似文献   

Competition and Instructional Set Effects On the Speed and Accuracy of a Throwing Task     

John B. Gross  Diane L. Gill 《Research quarterly for exercise and sport》2013,84(2):125-132

Abstract

Two experiments were conducted to investigate the effects of competition and instructional sets on the speed and accuracy of a dart-throwing task. In both experiments individuals competed against another subject on one day, and performed under noncompetitive conditions on a second day. The five distinct instructional sets varied from extreme emphasis on speed to extreme emphasis on accuracy. Multivariate analyses of variance revealed main effects for instructional sets on speed and accuracy in both experiments. Strong tradeoffs occurred with speed slowing and accuracy improving as the instructional emphasis changed from speed to accuracy. A competition by instructional sets interaction in Experiment 2 indicated that competition facilitated speed when speed was important, but when instructions emphasized accuracy, speed was slower in competition than in noncompetition. Accuracy was not affected by competition.  相似文献   

Applying Incidental Teaching (Including Contingent Access to Materials) with Second Language Learners in a Multi‐ethnic Nursery Unit: effects on child‐teacher initiations and child language use     

Diane Dolley  Kevin Wheldall 《教育心理学》1991,11(1):35-58

A nursery teacher and a nursery nurse were introduced to and instructed in the use of ‘Incidental Teaching’ (IT) procedures (including contingent access to materials) designed to encourage child‐initiated language interactions in the natural nursery classroom environment. The effects of introducing these procedures were monitored over the course of a school year on a target group of second language learning children from Panjabi‐speaking homes. Throughout the study teacher‐child language interactions were sampled using a radio microphone linked to a tape recorder. For each sample all child initiations addressed to the teacher were transcribed together with all teachers’ responses to child initiations. A multiple baseline design across morning and afternoon classes was employed so that the introduction of IT procedures was staggered following the collection of baseline data. After the initial training session, use of IT procedures increased markedly and in both classes children initiated more frequently, as a consequence. The total number of words spoken to the teacher/nursery nurse, and the average number of words spoken per child, increased in both groups. Analyses of the data for the morning class also demonstrated that the IT procedures resulted in marked increases in the use of more complex language forms.  相似文献   

Meeting the challenge of HIV and AIDS in the classroom     

Donna E. Wadsworth Ph.D.  Diane Knight 《Early Childhood Education Journal》1996,23(3):143-147

Contemporary early childhood teachers are facing new challenges as children who test HIV positive or who have AIDS enter the classroom. Providing appropriate health care and educational programs for these children is a major concern of teachers. This article presents a brief discussion of guidelines and issues that might be addressed in an in-service for teachers in general education to prepare them for a student with HIV or AIDS in their classrooms.  相似文献