Mentoring Undergraduate Students     

Gloria Crisp  Vicki L. Baker  Kimberly A. Griffin  Laura Gail Lunsford  Meghan J. Pifer 《ASHE Higher Education Report》2017,43(1):7-103

  相似文献   

Enhancing college students' critical thinking: A review of studies   总被引：2，自引：1，他引：2  

James H. McMillan 《Research in higher education》1987,26(1):3-29

  相似文献   

The River of Learning: building relationships in a university,school and community Indigenous widening participation collaboration     

Gail Whiteford  John Hunter  Rhonda Pitson  Deborah Breckenridge  Yaegl Elders 《高等教育研究与发展》2017,36(7):1490-1502

In this article, findings of a qualitative study of an Indigenous widening participation program are presented. The program, River of Learning, has been in existence since 2010 and represents a powerful collaboration between a rural high school in New South Wales (NSW) Australia, a metropolitan university, Indigenous Elders and non-Indigenous community members. An analysis of the narrative data generated through individual and group interviews with stakeholders provided findings with respect to the program including how it has contributed to the building and strengthening of university and community relationships and how important the interaction with Indigenous Elders and school and university staff is in development of confidence to engage in higher education in the Indigenous students. These findings are discussed and the article concludes with reflections on the learnings generated through such university, school and community collaborations and what these may mean in ensuring greater Indigenous representation in higher education in Australia in the future.  相似文献   

Why children tell: a model of children's disclosure of sexual abuse     

Goodman-Brown TB  Edelstein RS  Goodman GS  Jones DP  Gordon DS 《Child abuse & neglect》2003,27(5):525-540

OBJECTIVE: The present study investigated variables associated with delay of disclosure of child sexual abuse and tested a model of time to disclosure. METHOD: Data were obtained for 218 alleged child sexual abuse victims whose cases had been referred to District Attorneys' Offices. Five variables were posited to influence the delay between an abusive event and children's disclosure of that event to a reporting adult: child's age, gender, type of abuse experienced (intrafamilial or extrafamilial), perceived responsibility for the abuse, and fear of negative consequences of disclosure. These variables were used to create a model of factors influencing children's disclosure of sexual abuse. RESULTS: Results indicated that age, type of abuse, fear of negative consequences, and perceived responsibility all contributed to predicting time to disclosure. There was significant support for the model, suggesting that children who were older, came from incestuous families, felt greater responsibility for the abuse, and feared negative consequences of disclosure took longer to disclose. CONCLUSIONS: Children's cognitive appraisal of others' tolerance of disclosure of child sexual abuse, and their own perceptions of responsibility for the abuse, are crucial to the decision to disclose. When evaluating children for possible sexual abuse, developmental, cognitive, and socio-emotional factors need to be taken into consideration.  相似文献   

Relationship between ability-paired interactions and the development of fifth graders' concepts of balance     

Glenda Carter  M. Gail Jones 《科学教学研究杂志》1994,31(8):847-856

This study describes the effects of ability-paired student interactions on achievement as fifth graders (10-year-olds) worked on laboratory activities relating to balance. Achievement gains were assessed (n = 83) by analysis of pretest–posttest differences on the lever concept test. Audio recordings and field notes (n = 30) were analyzed for the following laboratory behaviors: number of words spoken, tinkering, block moving, turns speaking, incidence of helping and distracting behavior. Results revealed that: (1) low-ability student achievement is greater when students are paired with high-ability partners; (2) low-ability students speak more words, exhibit less distracting behavior, and move blocks on the lever less when they are paired with a partner of high ability; (3) high-ability students speak more words, take more turns speaking, and exhibit more helping behaviors when they are paired with low-ability students rather than with other high ability students; and (4) there are no achievement differences for high-ability students regardless of the ability level of their partner. These findings suggest that heterogeneous grouping of students in science can be beneficial to low-ability students partnered with high-ability students, without being detrimental to the high-ability partners.  相似文献   

Individual and Collective Leadership in School Science Departments     

Stephen M. Ritchie  Gail Mackay  Donna L. Rigano 《Research in Science Education》2006,36(3):141-161

Given that the subject department is recognised by subject specialist teachers as the central and immediate unit of organization in secondary schools it is surprising that so little attention has been paid by researchers to the leadership dynamics within science departments. The leadership dynamics within the science departments of two contrasting school contexts were explored dialectically in this study. The structure ∣ agency and individual∣collective dialectics guided our interpretation of data from lesson observations, interviews and questionnaire responses, especially as they related to teachers' preparation of units of work (i.e., planned curriculum). As well as recognising thin coherence in teachers' responses we identify contradictions in teachers' perceived and enacted leadership roles, and perceptions of influences on curriculum planning and teaming within the two science departments. Throughout the article we disrupt traditional individualistic leadership discourses and suggest possibilities for more widespread application of an individual | collective leadership dialectic in school science departments.  相似文献   

Conceptual change research and science education practice: a response from educators     

Christina Siry  Gail Horowitz  Femi S. Otulaja  Nicole Gillespie  Ashraf Shady  Line A. Augustin 《Cultural Studies of Science Education》2008,3(2):451-470

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.

Christina SiryEmail:

---

Christina Siry   is a PhD student in the Urban Education program of the City University of New York, and an instructor at Manhattanville College. Her research interests focus on pre-service and in-service preparation for the teaching of science and she is currently researching the use of coteaching and cogenerative dialogue in elementary teacher preparation for the teaching of science. In particular, she is exploring the role that shared, supported teaching experiences can have in the construction of new teacher identity and solidarity. She has worked as an elementary science specialist teaching children in grades K-5, and in museum settings developing science programs for teachers and children. In addition to the position at Manhattanville College, Chris is a lecturer in the University of Pennsylvania’s Science Teacher Institute where she teaches science pedagogy to middle school teachers. Gail Horowitz   is an instructor of chemistry at Yeshiva University, and a doctoral candidate in science education at Teachers College. For many years, she has been involved in research and curricular design within the organic chemistry laboratory setting, focusing specifically on the design of discovery or puzzle based experiments. Her doctoral research focuses on the intrinsic motivation of pre-med students. She is interested in trying to characterize and describe the academic goal orientations of pre-med students, and is interested in exploring how the curricular elements embedded in project based laboratory curricula may or may not serve to enhance their intrinsic motivation. Femi S. Otulaja   is currently a PhD student and an adjunct professor of science teacher education at Queens College of the City University of New York. As a science teacher educator, his research interests focus on the use of cogenerative dialoguing and its residuals, such as coteaching, distributed leadership, culturally responsive pedagogy, as research and pedagogical tools for engaging, training and apprenticing urban middle and high schools pre- and in-service science teachers as legitimate peripheral participants. He also encourages the use of these modalities as assessment, evaluation and professional development tools for teaching and learning science and for realigning cultural misalignments in urban classrooms. His theoretical framework consists of a bricolage of participatory action research, constructivism, critical ethnography, cultural sociology, sociology of emotions, indigenous epistemology, culturally responsive pedagogy, critical pedagogy and conversation analyses. In addition, he advocates the use of technologies as assistive tools in teaching science. Nicole Gillespie   is a Senior Program Officer at the Knowles Science Teaching Foundation (KSTF). She is a former naval officer and high school physics teacher. Nicole received her PhD in science education from the University of California, Berkeley in 2004 where she was supported by a Spencer Dissertation Fellowship. She worked with the Physics Education Group at the University of Washington and conducted research on students’ intuitive ideas about force and model-based reasoning and argumentation among undergraduate physics students at Berkeley. In addition to her work at KSTF, Nicole is an instructor in the University of Pennsylvania’s Science Teacher Institute. Ashraf Shady   is a PhD candidate in the Urban Education program at the City University of New York Graduate Center; his strand of concentration is science, math, and technology. In his research he is currently using theoretical frameworks from cultural sociology and the sociology of emotion to examine how learning and teaching of science are enacted when students and their teachers are able to co-participate in culturally adaptive ways and use their social and symbolic capital successfully. His research interests focus on the use of cogenerative dialogues as a methodology to navigate cultural fields in urban education. Central to his philosophy as a science educator is the notion that teaching is a form of cultural enactment. As such, teaching, and learning are regarded as cultural production, reproduction, and transformation. This triple dialectic affirms that elements of culture are associated with the sociocultural backgrounds of participating stakeholders. Line A. Augustin   received her doctorate degree in Chemistry (with a chapter of her dissertation on a case study of enactment of chemical knowledge of a high school student) and did a post-doc on Science Education at the Graduate Center, CUNY. She is currently teaching science content and methods courses in the Elementary and Early Childhood Education Department of Queens College, CUNY. She is interesting in investigating how racial, cultural, class and gender issues affect the ways that teaching and learning occurs in elementary classrooms, in understanding these issues and developing mechanism by which they can be utilized to promote better teaching and learning environment and greater dispositions towards science. She is also interested in what influences science teachers to change and/or to improve their teaching practices.  相似文献   

Race and sex differences and similarities in the process of college entry     

Gail E. Thomas 《Higher Education》1980,9(2):179-202

This study evaluates the process of college entry for race and sex groups as predicted by an elaboration of the Blau and Duncan (1967) status attainment model. Four important observations were derived from the study. First, sex differences among blacks, which have not been previously examined, were less pronounced than sex differences among, whites. Secondly, race effects were more influential than sex in affecting the process of college entry. Thirdly, for all groups the effects of race, sex, family status origin (SES) and standardized test performance on college attendance were substantially mediated by school process variables (e.g., high school rank and curriculum), by significant others influences, and by student educational expectations. Fourthly, the net effects of structural background variables (e.g., SES and standardized test performance) on college attendance were much stronger for blacks (particularly for black males) than for whites.This research was supported by the Russell Sage Foundation and the National Institute of Education. The author wishes to thank the reviewers and the following persons for their invaluable advice contributed to this document: James McPartland, Karl Alexander, Bruce Eckland, Walter Allen, Edward McDill, and Richard Cramer.  相似文献   

In the workplace mathematics does not announce itself: towards overcoming the hiatus between mathematics education and work     

Gail E. FitzSimons  Lisa Björklund Boistrup 《Educational Studies in Mathematics》2017,94(3):329-345

After improving enrolment rates significantly, many developing countries such as Peru are facing the challenge to increase learning levels among students. Over the past few years, many researchers have turned to teacher-related variables as a way to better understand classroom processes that may help increase learning levels among students. In this study, we analyze one of these, that falls under what Shulman (Educational Researcher, 15 (2), 4–14, 1986) called pedagogical content knowledge (PCK). Specifically, in this study, we analyze one of the areas of PCK which is knowledge of content and students. This was measured through a test where teachers were asked to explain students’ mistakes and predict responses in similar mathematics exercises. We explore if PCK is associated with the socioeconomic status of children and if it has an effect on children’s achievement. Additionally, we analyze which teacher characteristics are associated with higher scores in PCK. The analysis uses the Young Lives longitudinal survey for Peru. We found that students’ socioeconomic status at age 1 and maternal education were positively associated with their teachers’ PCK by the time students were enrolled in fourth grade, thus depicting a very unequal education system. Furthermore, teachers’ PCK was positively associated with student achievement, but only when a threshold for the PCK test was established. For our sample, male teachers, who were younger, and Spanish speakers had higher PCK scores.  相似文献   

Resource use and academic performance among first year psychology students     

Gail Huon  Branka Spehar  Paul Adam  Will Rifkin 《Higher Education》2007,53(1):1-27

Multiple questionnaires completed over the semester by 514 students enrolled in a first year psychology course reveal that no single pattern of reliance on print, online, or in-person resources guarantees a high mark. Analyses of the reported and measured frequency of use of various resources correlated against students’, performance on both individual assessments and their final marks suggests that students employ a range of strategies in their use of class resources. They tend to rely on their textbooks, Web-based lecture notes, and online quizzes, but their final marks are more strongly determined by their university entrance scores than by their resource use strategy, their sex, or whether or not English is their first language. The data suggest that students adapt their learning strategies to the resources available, with an apparent emphasis on learning what will be assessed rather than exploring for understanding. Importantly, the results argue that investment in development of educational technologies – and students’, use of educational technologies – must be informed by empirical data concerning its impact on the efficiency and quality of learning.  相似文献