Critical Thinking in Preservice Teachers: A Rubric for Evaluating Argumentation and Statistical Reasoning     

Helena P. Osana  Jennifer R. Seymour 《Educational Research and Evaluation》2013,19(4-6):473-498

The authors implemented a cognitive apprenticeship learning community (Collins, Brown, & Newman, 1989) in a class of preservice teachers at the University of Missouri - Columbia to enhance their argumentation and critical thinking skills about complex, educational problems. A detailed rubric based on the literature in argumentation and scientific reasoning was developed to evaluate the students' performance before and after the intervention. The rubric was designed to measure students' (a) conceptions and use of evidence, (b) notions about research and its applicability in evaluating complex social problems, and (c) ability to consider alternative perspectives. This article describes the intervention, the theoretical underpinnings of the rubric, and the use of the rubric in measuring the development of critical thinking in a group of preservice teachers. Strengths and weaknesses of the rubric are outlined and avenues for future research are discussed.  相似文献   

Trajectories of math achievement and perceived math competence over high school and postsecondary education: effects of an all-girl curriculum in high school     

Jennifer D. Shapka 《Educational Research and Evaluation》2013,19(6):527-541

This study investigated the benefits of all-girls' classroom instruction in math and/or science during Grades 9 and/or 10, within the context of a public co-educational high school. There were 118 participants in this longitudinal investigation: 26 girls in the all-girl classes, as well as 42 girls and 50 boys in the regular co-educational program. A range of pre-existing achievement, background, and psychological characteristics were included as covariates to ensure comparability of the groups. Individual growth curve modeling was used to examine how math achievement and perceived math competence changed over the course of high school and postsecondary education. Change was found to be nonlinear for both constructs (with math achievement starting high, dipping, and then recovering; and with perceived competence doing the opposite). The all-girl intervention appeared to act as a protective mechanism against the temporary decline in math achievement experienced by both co-ed boys and co-ed girls.  相似文献   

Policies,principals and parents: multilevel challenges and supports in teaching sexuality education     

Marla E. Eisenberg  Nikki Madsen  Jennifer A. Oliphant  Michael Resnick 《Sex education》2013,13(3):317-329

A teacher's capacity to provide sexuality education may be hampered or enhanced by a number of factors. A social–ecological framework can be used to understand these influences, and the present study assesses interpersonal, organisational/institutional and community/policy level influences on teaching sexuality education. Seven focus groups were conducted in 2009 with 41 sexuality education teachers in Minnesota; discussion focused on challenges and the supports teachers experienced. At the interpersonal level, teachers reported both positive and negative interactions with parents, regarding parents as highly influential on school administrators and policy. Teachers reported many organisational level challenges, including their administrators, district policy, and structural factors such as time, financial resources, and diversity in the student body. At the community level, participants overwhelmingly felt that policy changes could be very beneficial to sexuality education in Minnesota, and believed that this support could come from all levels. Findings suggest numerous intervention points to reduce challenges and strengthen supports for teachers, and indicate that a multi-level approach is needed to increase teachers' ability to deliver sexuality education that meets their students' needs and is less onerous for the educator.  相似文献   

An integrated approach to crisis management in wilderness settings     

Dene Berman  Jennifer Davis-Berman 《Journal of Adventure Education & Outdoor Learning》2013,13(1):9-17

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Student-initiated Facebook sites: nurturing personal learning environments or a place for the disenfranchised?     

Jennifer Charteris  Mitchell Parkes  Sue Gregory  Peter Fletcher  Vicente Reyes 《Technology, Pedagogy and Education》2013,22(4):459-472

ABSTRACT

Facebook is social media that is ubiquitously used in higher education contexts by both staff and students. It provides a platform for student networking and expression. The authors illuminate how pre-service teachers in an Australian university, undertaking undergraduate units, use Facebook as a student-initiated social media community. Although an increasing number of research studies have investigated student use of social media in higher education, this is an under-theorised area. In particular, little has been written about the student-initiated use of Facebook as a commentary on the activities running simultaneously to formal online learning programmes in universities. Data drawn from 15 semi-structured interviews support an investigation into student Facebook use. Findings highlight that student-driven Facebook sites have a range of purposes and offer ever-present access to a relational community online, although this can sometimes be problematic. When emotional support is not forthcoming from academics or there is disenfranchisement in formal learning spaces, membership in student-initiated learning communities can afford immediacy, informality, influence and shared emotional connections.  相似文献   

Explaining Gender Differences in the Perception of Support Availability: The Mediating Effects of Construct Availability and Accessibility     

Lisa K. Hanasono  Brant R. Burleson  Amanda J. Holmstrom  Jessica Rack  Jennifer D. McCullough 《Communication Research Reports》2013,30(3):254-265

Perceived support availability (PSA), a general belief about the likelihood that social support will be available when needed, is associated with numerous processes and outcomes of supportive communication. Currently, however, there is little understanding of the factors that contribute to this belief. Numerous studies have reported gender differences in PSA, with women generally indicating that they see support as more available than do men; in turn, gender differences in PSA have been cited to explain gender differences in the production and interpretation of supportive messages. In an effort to explain gender differences in PSA and, more broadly, understand the social-cognitive factors that contribute to individual differences in PSA, this article proposes and reports a test of a theoretical model that treats PSA as the outcome of the availability and accessibility of cognitive schemata for construing social situations. Participants (150 men and 271 women) completed instruments providing assessments of PSA, construct availability (cognitive complexity), and construct accessibility (expressive and instrumental orientations). Bootstrap procedures for the simultaneous assessment of multiple mediators found that construct accessibility generally was a stronger mediator of gender differences in PSA than construct availability. However, a cooperative suppression effect was found for 1 index of construct accessibility, complicating the interpretation of mediation effects.  相似文献   

Serials as a Public Service: We're One Big Happy Family     

Jennifer Duncan  Sylvia McAphee 《期刊图书馆员》2013,64(3-4):199-205

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Identifying individual- and family-level coping strategies as sources of resilience and thriving for undocumented youth of Mexican origin     

Jennifer A. Kam  Debora Pérez Torres  Keli Steuber Fazio 《Journal of Applied Communication Research》2013,41(5):641-664

Drawing from resilience theory, we explored the strategies that Mexican immigrant youth used to cope with stressors from being undocumented. On the basis of semi-structured interviews with 30 high school students who emigrated from Mexico to the United States, we identified several stressors from being undocumented, including having limited opportunities, fear of deportation, and exposure to negative reminders of their undocumented status. To manage such stressors, students utilized individual coping strategies (e.g. diversion, reframing, normalizing). In addition, the families of undocumented youth employed various coping strategies to help buffer their children against stressors from being undocumented (e.g. protecting the family unit, positive future, emotional support, limited communication). From our findings, we developed a preliminary model that describes the stress and coping of the undocumented youth in this study, which can extend past theorizing on resilience and thriving, as well as inform the design of community-based programs and policies for undocumented youth and their family.  相似文献   

Audience duplication and its determinants: a study in the multichannel and multiculture television market in Guangzhou,China     

Elaine Yuan 《亚洲交流杂志》2013,23(3):354-366

This study examines audience duplication, the extent to which the audience of one program also watches the other, and its determinants. Using peoplemeter data from Guangzhou, a multichannel and multicultural television market in China, the study tests the intertwining effects of media structural factors and audience preference factors on audience duplication levels of program pairs. The results show significant effects of the two types of factors. A regression model was established in which these two types of factors together explained 59% of the total variance in audience duplication.  相似文献   

Innovation Management and U.S. Weekly Newspaper Web Sites: An Examination of Newspaper Managers and Emerging Technology     

Jennifer Wood Adams 《媒体管理杂志》2013,15(2):64-73

Using Everett Rogers's (2003) Rogers, E. M. 2003. Diffusion of innovations, 5th, New York: Free Press.  [Google Scholar] theory of innovation in organizations, this nationwide study examines U.S. weekly newspapers and their adoption and management of innovation—specifically, the online newspaper. From a theoretical standpoint, the creation of the online product was somewhat unsystematic. The data reveal that most weekly newspapers were not following any type of innovation management strategy when developing their online editions. This study echoes the findings of Saksena and Hollifield (2002) Saksena, S. and Hollifield, C. A. 2002. U.S. newspapers and the development of online editions. The International Journal on Media Management, 4: 75–84. [Taylor & Francis Online] , [Google Scholar] in the assessment that newspapers are adopting and managing emerging technology in a “relatively haphazard fashion.” Most newspaper managers report they did not develop a business plan for the new product or set specific, measurable goals to aid in assessing the success of the online newspaper. In addition, almost ¾ of the newspapers did not gather target-market or audience research before launching the online newspaper. The study found that newspaper managers were sensitive to their staffs' questions, needs, and concerns about publishing an online newspaper; and most involved their staffs in the decision-making process. A majority reported that they did not meet any resistance from their staffs about the adoption of new technology to produce the online newspapers.  相似文献