Learners' perceptions of the role of peers in a research experience: Implications for the apprenticeship process,scientific inquiry,and collaborative work     

Kelly Grindstaff  Gail Richmond 《科学教学研究杂志》2008,45(2):251-271

This study investigates the interaction between four pairs of high school students in a 7‐week national research apprenticeship program. Each student was interviewed about perceptions of experiences working with a peer in the same setting, and the resulting stories were analyzed. Through discourse analysis of the interviews and interrelated analyses of data from journals and responses on pre‐ and postprogram questionnaires, three types of support were identified that students experienced to varying degrees: social–emotional, social–technical, and social–cognitive. It is concluded that social–cognitive support is best engendered if there is sufficient similarity of problems and processes, and ample room for different results and debate about interpretation. Additionally, the culture and reward system students work within (i.e., classrooms) must encourage discussion of ideas and value an outsider's perspective, in recognition of the roles creativity, uncertainty, and ambiguity play in science. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 251–271, 2008.  相似文献   

Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks     

Joan Ferrini-Mundy  Gail Burrill  William H. Schmidt 《Journal of Mathematics Teacher Education》2007,10(4-6):311-324

Improving mathematics education in the United States has taken many forms. Our work has focused on two aspects: the content knowledge of teachers and a well-articulated coherent curriculum. Our aim was teacher “capacity building” that is enabling teachers to teach to coherent and significant mathematical curricular goals and describe the implementation in a large-scale project based at Michigan State University. We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers’ capacity to teach to these goals and note how the teachers’ perceptions of the structure and sequencing of mathematics itself affect the ways they organize mathematics in their teaching and the ways they teach.  相似文献   

Communication in spiders     

George W Uetz  Gail Stratton 《Endeavour》1983,7(1):13-18

As in other animals, the exchange of signals between spiders serves many purposes and in recent years it has been shown that they have evolved a very complex system. This includes the exchange of information by acoustic/vibratory mechanisms; by visual means; and by pheromones. This article reviews these systems and the circumstances in which they are brought into play.  相似文献   

Communicating Mathematics on the Internet: Synchronous and Asynchronous Tools     

Charles B. Hodges  Gail M. Hunger 《TechTrends》2011,55(5):39-44

Communicating and collaborating online are becoming common requirements in education. The specialized notations and symbols necessary for some content areas where mathematical expressions are part of the conversation require that users select appropriate communication tools. The purpose of this article is to describe tools that can be used for online, asynchronous or synchronous communication involving mathematical expressions.  相似文献   

Evaluation of the Feasibility and Perceived Value of Integrating Learn the Signs. Act Early. Developmental Monitoring Resources in Early Head Start     

Abercrombie  Julia  Pann  James  Shin  Faith  Taylor  Elizabeth  Brisendine  Anne E.  Swanson-Holm  Rachell  James  Cristina  Viehweg  Stephan  Ch&#;dr&#;n  Gail 《Early Childhood Education Journal》2022,50(7):1169-1181

Early Childhood Education Journal - Many children with developmental disabilities are not identified before age 3 years of age, preventing them from being able to fully benefit from early...  相似文献   

Standpoint theory,realism and the search for objectivity in the sociology of education     

Gail Edwards 《British Journal of Sociology of Education》2014,35(2):167-184

This paper evaluates the contribution of ‘social realism’ in resolving questions of knowledge and curriculum in the sociology of education. Social realists argue that, in the interests of educational equality, all pupils should have access to ‘powerful’ knowledge produced by specialist intellectual communities. Social realism relies upon a critique of standpoint theory, taking it to be irrealist, relativist and ignorant of the post-empiricist revolution in the philosophy of science. This paper argues however, that social realists fail to appreciate the critical realist response to the post-empiricist revolution and thereby end up critiquing a caricatured version of standpoint theory. The paper concludes that if we are concerned with restoring objectivity, in a manner that avoids both relativism and cultural elitism in school curricula, a turn away from standpoint theory in the sociology of education is not warranted and may be obstructive.  相似文献   

The Creativity-in-Progress Rubric on Proving: Two Teaching Implementations and Students’ Reported Usage     

Houssein El Turkey  Gail Tang  Milos Savic  Gulden Karakok  Emily Cilli-Turner  David Plaxco 《PRIMUS》2018,28(1):57-79

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Exploring Assessment   总被引：1，自引：0，他引：1  

Gail Marshall 《Education and Information Technologies》1999,4(3):311-327

Scant attention has been paid to the issue of conducting assessment in technology-equipped settings. Often, when assessments have been conducted, standardized achievement tests, constructed to ask questions that may have no relevance for technology-based learning, are used. A wide variety of assessment procedures are available but caution must be taken that the use of such measures is relevant for the situation.  相似文献   

INFLUENCE OF PERCEIVED CONTROL OVER TIME ON COLLEGE STUDENTS' STRESS AND STRESS-RELATED OUTCOMES   总被引：2，自引：0，他引：2  

Nonis  Sarath A.  Hudson  Gail I.  Logan  Laddie B.  Ford  Charles W. 《Research in higher education》1998,39(5):587-605

Assertions that time management results in less stress, healthier employees, and more effective organizations have received little empirical examination. This study investigates the influence of perceived time management (operationalized as perceived control over time) as a stress coping strategy among college students. Also, the influence of perceived time management on valued student outcomes such as academic performance, problem-solving ability, and health are also investigated. Results from a sample of 164 college students found low levels of stress and high levels of academic performance, problem-solving ability, and health for students that perceived high levels of perceived control over time compared to students who perceived low control over time. Discussion of the study findings, implications, and direction for future research is presented.  相似文献   

A computer adaptive measure of reading motivation     

Marcia H. Davis  Wenhao Wang  Neal M. Kingston  Michael Hock  Stephen M. Tonks  Gail Tiemann 《Journal of Research in Reading》2020,43(4):434-453

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