Exploring the impact of correctional facility tours on the perceptions of undergraduate criminal justice students     

Melissa J. Stacer  Ryan C. Eagleson  Monica Solinas-Saunders 《Journal of Criminal Justice Education》2017,28(4):492-513

Students’ negative perceptions of inmates are a challenging aspect of teaching criminal justice. Scholars suggest exposing students to the criminal justice system may provide a realistic approach to understanding offenders. Prison tours have become a viable solution for instructors who want to create such exposure, but contrasting perspectives on the impact of prison tours on students’ learning are present in research. Drawing upon theories of experiential learning, we designed a pre-/post-survey to address the following exploratory questions: (1) What perceptions do criminal justice students hold regarding corrections, inmates, and correctional officers? (2) Do these perceptions change after going on a tour of a correctional facility? Data were collected from a convenience sample of 123 students attending courses at two Midwestern universities. Findings add to the body of literature on prison tours as a component of criminal justice education and further our understanding of the complexity of student learning.  相似文献   

Distinguished service award: Dr. Charles M. Reigeluth     

Harata Burgoyne  Laurie Miller Nelson 《TechTrends》2002,46(1):8-8

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Electronic information in the classroom: Resource or risk     

Laurie A. Quinlan 《TechTrends》1997,42(5):6-8

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Cognitive characteristics of children with mathematics learning disability (MLD) vary as a function of the cutoff criterion used to define MLD   总被引：1，自引：0，他引：1  

Murphy MM  Mazzocco MM  Hanich LB  Early MC 《Journal of learning disabilities》2007,40(5):458-478

Researchers of mathematics learning disability (MLD) commonly use cutoff scores to determine which participants have MLD. Some researchers apply more restrictive cutoffs than others (e.g., performance below the 10th vs. below the 35th percentile). Different cutoffs may lead to groups of children that differ in their profile of math and related skills, including reading, visual-spatial, and working memory skills. The present study assesses the characteristics of children with MLD based on varying MLD definitions of math performance either below the 10th percentile (n = 22) or between the 11th and 25th percentile (n = 42) on the Test of Early Math Ability, second edition (TEMA-2). Initial starting levels and growth rates for math and related skills were examined in these two MLD groups relative to a comparison group (n = 146) whose TEMA-2 performance exceeded the 25th percentile. Between kindergarten and third grade, differences emerged in the starting level and growth rate, suggesting qualitative differences among the three groups. Despite some similarities, qualitative group differences were also observed in the profiles of math-related skills across groups. These results highlight differences in student characteristics based on the definition of MLD and illustrate the value of examining skill areas associated with math performance in addition to math performance itself.  相似文献   

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom     

Michael Dias  Charles J. Eick  Laurie Brantley-Dias 《Journal of Science Teacher Education》2011,22(1):53-78

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator’s beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.  相似文献   

Acquisition,Preference and Follow-up Comparison Across Three AAC Modalities Taught to Two Children with Autism Spectrum Disorder     

Laurie McLay  Martina C. M. Schäfer  Larah van der Meer  Llyween Couper  Emma McKenzie  Mark F. O’Reilly 《International Journal of Disability, Development & Education》2017,64(2):117-130

Identifying an augmentative and alternative communication (AAC) method for children with autism spectrum disorder (ASD) might be informed by comparing their performance with, and preference for, a range of communication modalities. Towards this end, the present study involved two children with ASD who were taught to request the continuation of toy play by: (a) signing MORE, (b) exchanging a picture card representing MORE, and (c) touching a MORE symbol from the screen of a speech-generating device. The children were also given opportunities to choose among the three modalities to identify their preferred method of communication. Both children performed better with picture exchange and the speech-generating device than with manual signing, but had variable performance during follow-up. Both children more often chose the speech-generating device, suggesting a preference for that modality. We conclude that concurrent intervention across several communication methods can generate data to inform the selection of an AAC modality.  相似文献   

POGIL in the Calculus Classroom     

Catherine Bénéteau  Zdeňka Guadarrama  Jill E. Guerra  Laurie Lenz  Jennifer E. Lewis  Andrei Straumanis 《PRIMUS》2017,27(6):579-597

In this paper, we will describe the experience of the authors in using process-oriented guided inquiry learning (POGIL) in calculus at four institutions across the USA. We will briefly examine how POGIL compares to and fits in with other kinds of inquiry-based learning approaches. In particular, we will first discuss the unique structure of a POGIL activity, which includes a model and a learning cycle of specific types of questions. We then turn to a discussion of the particular characteristics of a classroom implementation of a POGIL activity, including facilitation strategies an instructor might use, the importance of specified student roles in groups, and different ways of reporting out. Finally, we provide some preliminary data on student pass rates in non-POGIL and POGIL calculus classrooms in the participating institutions. Throughout the paper, we use examples from student dialogues as groups were working through POGIL activities developed for Calculus I by the authors.  相似文献   

An evaluation of a professional learning network for computer science teachers     

Quintin Cutts  Judy Robertson  Peter Donaldson  Laurie O’Donnell 《Computer Science Education》2017,27(1):30-53

This paper describes and evaluates aspects of a professional development programme for existing CS teachers in secondary schools (PLAN C) which was designed to support teachers at a time of substantial curricular change. The paper’s particular focus is on the formation of a teacher professional development network across several hundred teachers and a wide geographical area. Evidence from a series of observations and teacher surveys over a two-year period is analysed with respect to the project’s programme theory in order to illustrate not only whether it worked as intended, by why. Results indicate that the PLAN C design has been successful in increasing teachers’ professional confidence and appears to have catalysed powerful change in attitudes to learning. Presentation of challenging pedagogical content knowledge and conceptual frameworks, high-quality teacher-led professional dialogue, along with the space for reflection and classroom trials, triggered examination of the teachers’ own current practices.  相似文献   

A critical mathematics perspective on reading data visualizations: reimagining through reformatting,reframing, and renarrating     

Rubel  Laurie H.  Nicol  Cynthia  Chronaki  Anna 《Educational Studies in Mathematics》2021,108(1-2):249-268

Educational Studies in Mathematics - Data visualizations have proliferated throughout the COVID-19 pandemic to communicate information about the crisis and influence policy development and...  相似文献   

Representations of sibling relationships in young children’s literature     

Laurie Kramer  Sonia Noorman  Renee Brockman 《Early childhood research quarterly》1999,14(4):555

Children’s conceptions of what sibling relationships can be like may be influenced, in part, by the literature they read. This study examined the degree to which positive and negative dimensions of sibling relationships were portrayed in a sample of children’s books (n = 261). We also investigated how mothers and fathers were depicted when responding to sibling conflict. Results indicated that although children’s books often represent warmth and involvement between siblings, they rarely described children engaging in conflict management or relational maintenance activities. Parents were predominantly portrayed as responding to children’s conflict using controlling methods rather than techniques that might foster negotiation and problem solving. Characters who were middle children are under-represented in children’s literature. Results are discussed in terms of how educators can select, use, and adapt books in their efforts to help strengthen children’s sibling relationships.  相似文献