Students’ conceptions of knowledge, information, and truth     

Patricia A. Alexander  Fielding I. WintersSandra M. Loughlin  Emily M. Grossnickle 《Learning and Instruction》2012,22(1):1-15

In this study, everyday conceptions of knowledge, information, and truth were investigated as 161 US undergraduates completed three online tasks that investigated understandings of these foundational constructs. For the first task, respondents graphically represented the interrelations of knowledge, information, and truth; the second task required them to justify those representations; and the third involved defining each term. Representations were compared to written justification to gauge consistency and data were analyzed to identify relational patterns, with six stable patterns emerging from the conceptions (e.g., knowledge establishment and truth establishment). A content analysis was performed to: (a) identify the specific language frequently used to define these terms, and (b) contrast definitions as a whole to conceptions that populate the psychological and related literatures. The significance of the resulting patterns is considered in light of the literature in epistemic beliefs and empirical implications and practical relevance are discussed.  相似文献   

A Tribute to Dr. Sipe’s Memory: Recounting His Final Lessons Teaching Young Adult Fiction, Spring 2011     

Emily Sokol 《Children‘s Literature in Education》2012,43(1):86-92

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Sensitivity to rime unit frequency and children's early word‐reading strategies     

Emily Coyne  Lee Farrington‐Flint  Jean Underwood  James Stiller 《Journal of Research in Reading》2012,35(4):393-410

The current work examines children's sensitivity to rime unit spelling–sound correspondences within the context of early word reading as a way of assessing word‐specific influences on early word‐reading strategies. Sixty 6–7‐year‐olds participated in an experimental reading task that comprised word items that shared either frequent or infrequent rime unit correspondences. Retrospective self‐reports were taken as measures of strategy choice. The results showed that the children were more accurate in identifying word items that shared a common rime unit (consistent items) when compared with those containing infrequent rime units (unique and exception items). Moreover, while nonlexical (phonological) attempts were most frequently applied across all word types, these resulted in lower levels of accuracy, especially for the exception word items. The current data support the argument that children are increasingly sensitive to rime unit sound–spelling correspondences during the early stages of their word reading and the nature of these word‐specific orthographic representations shape their reliance on using particular lexical or non‐lexical‐based word‐reading strategies.  相似文献   

Contexts built and found: a pilot study on the process of archival meaning-making     

Wendy M. Duff  Emily Monks-Leeson  Alan Galey 《Archival Science》2012,12(1):69-92

Over the last 20 years, humanities and archival scholars have theorized the ways in which archives imbue records with meaning. However, archival scholars have not sufficiently examined how users understand the meaning of the records they find. Building on the premise that how users come to make meaning from records is greatly in need of examination, this paper reports on a pilot study of four book history students and their processes of archival meaning-making. We focus in particular on behaviors of an interpretive rather than forensic nature. This article includes a discussion of the theoretical concepts and scholarly literature that shaped our goals for this paper. It then discusses the methodology and our interpretations of the research findings, before turning to a discussion of the findings’ implications and directions for future work.  相似文献   

A case study: the evolution of a "facilitator model" liaison program in an academic medical library     

JE Crossno  CH Deshay  MA Huslig  HG Mayo  EF Patridge 《Journal of the Medical Library Association : JMLA》2012,100(3):171-175

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The Critical Thinking Analytic Rubric (CTAR): Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical thinking performance assessments     

Emily Saxton  Secret Belanger  William Becker 《Assessing Writing》2012,17(4):251-270

The purpose of this study was to investigate the intra-rater and inter-rater reliability of the Critical Thinking Analytic Rubric (CTAR). The CTAR is composed of 6 rubric categories: interpretation, analysis, evaluation, inference, explanation, and disposition. To investigate inter-rater reliability, two trained raters scored four sets of performance-based student work samples derived from a pilot study and subsequent larger study. The two raters also blindly scored a subset of student work samples a second time to investigate intra-rater reliability. Participants in this study were high school seniors enrolled in a college preparation course. Both raters showed acceptable levels of intra-rater reliability (α ≥ 0.70) in five of the six rubric categories. One rater showed poor consistency (α = 0.56) for the analysis category of the rubric, while the other rater showed excellent consistency (α = 0.91) for the same category suggesting the need for further training of the former rater. The results of the inter-rater reliability investigation demonstrate acceptable levels of consistency (α ≥ 0.70) in all rubric categories. This investigation demonstrated that the CTAR can be used by raters to score student work samples in a consistent manner.  相似文献   

On Poetry and Type     

Emily Berry 《Changing English: An International Journal of English Teaching》2012,19(4):411-413

This personal essay examines a poet’s relationship to the writing process through reflections on formative experiences of the mechanics of writing – on a typewriter, on computer or by hand – as well as the ways in which a writerly identity might be constructed or adopted.  相似文献   

Culturally responsive teaching in the context of mathematics: a grounded theory case study     

Emily P. Bonner  Thomasenia L. Adams 《Journal of Mathematics Teacher Education》2012,15(1):25-38

In this grounded theory case study, four interconnected, foundational cornerstones of culturally responsive mathematics teaching (CRMT), communication, knowledge, trust/relationships, and constant reflection/revision, were systematically unearthed to develop an initial working theory of CRMT that directly informs classroom practice. These cornerstones were found to interact in unique ways. Results have implications for teachers of mathematics who aim to become more culturally responsive, mathematics teacher educators and supervisors, and school administrators who seek to promote equity in mathematics.  相似文献   

Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course   总被引：2，自引：0，他引：2  

Sam J. Cooley  Mark J. G. Holland  Jennifer Cumming  Emily G. Novakovic  Victoria E. Burns 《Higher Education》2014,67(1):105-121

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts.  相似文献   

“Each word shows how you love me”: The social literacy practice of children’s letter writing (1780–1860)     

Emily C. Bruce 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):247-264

This article draws on hundreds of letters that formed German children’s correspondence with their parents, other relatives, teachers and friends, written mostly between the 1780s and 1850s. Through this study, we see the part literacy played in transformations of bourgeois childhood in eighteenth- and nineteenth-century Europe. The article further investigates how children used letters as a means of learning sociability and building relationships within kinship networks. Historians of education have sometimes treated children’s writing as secondary to more authoritative records. Yet we miss something important about the history of literacy education if we disregard children’s writing or use it only superficially. This article considers the genre of children’s letter writing, exploring the conventions and typical subjects which contributed to the social purpose of correspondence. Letter writing is examined as a paedagogic exercise, including the preoccupation with the medium which filled children’s letters and evidence of instruction in letter writing. It demonstrates that letters fostered the participation of middle- and upper-class children in household affairs, kinship networks and cultural spheres connected through school friends and parents’ acquaintances from very young ages. Children’s correspondence documents a lifelong process in the making of class cultures and forging of social ties.  相似文献