Problem-solving in a case-based course: Strategies for facilitating coached expertise     

Donald A. Stepich  Peggy A. Ertmer  Molly M. Lane 《Educational technology research and development : ETR & D》2001,49(3):53-67

This paper proposes the use of specific coaching strategies to facilitate student use of expert-like problem-solving strategies while analyzing and solving instructional design case studies. Findings from an exploratory study, designed to examine changes in students' problem-solving skills as they analyzed case studies, suggested that students could show expert characteristics at times, under some circumstances, but did not perform like experts on a regular basis. At two midwestern universities, 37 students analyzed 6 to 10 case studies both in class and in on-line discussions. Comparisons were made both within and across students, as well as across time, to examine patterns and changes in student problem-solving approaches. Findings suggested that primary influences on the incidence of expert performance were more external than internal and might be more aptly characterized as “coached expertise”. Specific suggestions are included for coaching the development of student problem-solving skills within a case-based course.  相似文献   

Correlates of dementia-related anxiety: self-perceived dementia risk and ageism     

Stacy Yun  Molly Maxfield 《Educational gerontology》2020,46(9):563-574

ABSTRACT

As public awareness of and exposure to Alzheimer’s disease and related dementias (ADRD) have increased worldwide, the fear of developing ADRD, or dementia-related anxiety (DRA), is expected to increase as well. It was hypothesized that at least part of what makes dementia so anxiety-provoking is the association of ADRD with older adults, an often stigmatized group. To test this hypothesis, two online studies examined how ageist beliefs contribute to DRA; the roles of ADRD-related factors, such as self-perceived risk and personal exposure, were also examined. Study 1 included university students (n = 295, age range: 18 to 58 years, M_age  = 21.16, SD_age  = 4.85) to determine what factors may contribute to young adults’ DRA. Study 2 included adults of all ages (n = 352, age range: 18 to 81 years, M_age  = 37.85, SD_age  = 12.88) to determine whether Study 1 results were replicable among adults of all ages. Hierarchical multiple regressions were used. Results from both studies demonstrated that being female and having higher self-perceived dementia risk and benevolent ageism uniquely explicated higher levels of DRA. Within Study 2, significant relationships for both benevolent and hostile ageism were observed, suggesting that diverse negative attitudes toward older adults are associated with DRA. It is possible that strong ageist attitudes stigmatize older adults as those who are forgetful and this may contribute to DRA, as age is a major risk factor for developing dementia. Study limitations and directions for future research are discussed.  相似文献   

Project news     

Xavier Roqu  Nstor Herran  Tania Durt  Sharon Grant  Sandra Knapp  Blanca Len  Daniela Zappi  Clifford S. Mead 《Endeavour》2002,26(4)

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An Evaluation of Three Interdisciplinary Social Science Events Outside of the College Classroom     

Sarah Knapp  Renee Merges 《College Teaching》2017,65(3):137-141

This article describes three interdisciplinary events held outside of the classroom to examine social psychological concepts in the criminal justice system, with undergraduate students enrolled in criminal justice and psychology courses. These events can most accurately be described as using a synthetic interdisciplinary approach, in which the disciplines of psychology and criminal justice remain clearly identifiable in looking at phenomena like occurrences of bystander apathy, while enabling a holistic view of these phenomena. First, 75 students celebrated the life of Kitty Genovese, a famous victim of bystander apathy. Later in the semester, the same students competed in a game-show-like review session. Finally, 45 students explored the intersection of the mental health and criminal justice systems with professionals from various fields. Overall, students enjoyed the social interaction with their peers across the majors, as well as with their professors and professionals in the field. Students also indicated that the interactive learning techniques enhanced their new understanding of the intersection of the disciplines. Future research should investigate the offering of interdisciplinary events to students within and across academic divisions to build community and enhance students' understanding of their educational and career opportunities.  相似文献   

“Please Bear with me a Moment as I Write About Sports”: Addressing the Dearth of Sport Scholarship in General,High-Impact Higher Education Journals     

Foster  Sayvon J. L.  Springer  Daniel  Harry  Molly 《Innovative Higher Education》2022,47(2):175-200

Innovative Higher Education - The presence of research regarding specific student populations demonstrates their importance to the field given the importance of research and knowledge creation in...  相似文献   

The accountability era in US teacher education: looking back,looking forward     

Marilyn Cochran-Smith  Megina Baker  Stephani Burton  Wen-Chia Chang  Molly Cummings Carney  M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588

Abstract

In keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders.  相似文献   

Infusing technology as recommended by the international society for technology in education’s national educational technology standards for teachers (NETS.T)     

Molly Weinburgh  Sunya Collier  Mark Rivera 《TechTrends》2003,47(4):43-46

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Creating Collaborative Community in Multidisciplinary Settings     

Darla J. Twale  Molly A. Schaller  Sawyer A. Hunley  Patricia J. Polanski 《Innovative Higher Education》2002,27(2):113-128

This study examines part-time students' perceptions of collaborative community in a graduate, multidisciplinary, education department where courses are offered on multiple campuses. Perceptions of community are synonymous with friendship, involvement, cohesion, communication, and trust. These feelings are affected more by campus location, program area, and credits earned than by age, race or sex. The knowledge students gain fuels the trust, communication, and cohesiveness that in turn, facilitate the collaborative process. Students value this as part of their professionalization process, desire opportunities to build relationships with one another outside the classroom, and suggest ways to facilitate community.  相似文献   

Introduction     

Heather K. Olson Beal  Molly S. Stewart  Christopher Lubienski 《Peabody Journal of Education》2016,91(1):1-3

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Closing the Gender Gap? Issues of gender equity in English secondary schools     

Mike Younger  Molly Warrington 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):219-242

Issues of gender equity in English secondary schools over the last decade have been dominated by a concern with the “under-achievement” of boys, implicitly acknowledging the apparent success of strategies developed in schools in previous decades to improve equality of opportunity for girls. This paper presents evidence to challenge this interpretation of the debate, arguing that policy-makers need to engage more centrally with diversity and heterogeneity of gender constructions and take note of inclusivity of needs rather than framing strategy within essentialist structures. We argue here, through exemplification developed with teachers in English secondary schools over the period 2000–2004, that there is a need to revisit policy and practice frameworks in England, as in Australia, to reassert the needs of girls as well as boys and to develop gender-relational policies which acknowledge and value difference and which have at their core the transformation of traditional aspirations and expectations of education.  相似文献