What does it means to be a critical scholar? A metalogue between science education doctoral students     

Heidi Cian  Nikeetha Dsouza  Renee Lyons  Daniel Alston 《Cultural Studies of Science Education》2017,12(2):453-467

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A preliminary investigation of the concurrent validity of reading comprehension rate: A direct,dynamic measure of reading comprehension     

Christine E. Neddenriep  Andrea D. Hale  Christopher H. Skinner  Renee O. Hawkins  Beth D. Winn 《Psychology in the schools》2007,44(4):373-388

Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007.  相似文献   

An Assessment of the Relative Importance of Criminal Justice Learning Objectives     

William M. Baker  Jefferson E. Holcomb  Daniel B. Baker 《Journal of Criminal Justice Education》2017,28(1):129-148

This study examines the relative importance of the different learning objectives for criminal justice education as identified by the Academy of Criminal Justice Sciences (ACJS). Three different populations (students, faculty, and professionals) completed a survey exercise in which they were required to rank order hypothetical job applicants who varied in competency on each of the ACJS learning objectives. In addition, students completed the same exercise pre- and post-completion of their required internship to determine if experience in the field affected their responses. Conjoint analysis was used to identify the relative importance of different learning objectives. While results indicate some similarities in responses across all three populations, several interesting differences were observed, and these may have important curricular implications for criminal justice programs.  相似文献   

Examining Educational Climate Change Technology: How Group Inquiry Work with Realistic Scientific Technology Alters Classroom Learning     

Drew Bush  Renee Sieber  Gale Seiler  Mark Chandler 《Journal of Science Education and Technology》2018,27(2):147-164

This study with 79 students in Montreal, Quebec, compared the educational use of a National Aeronautics and Space Administration (NASA) global climate model (GCM) to climate education technologies developed for classroom use that included simpler interfaces and processes. The goal was to show how differing climate education technologies succeed and fail at getting students to evolve in their understanding of anthropogenic global climate change (AGCC). Many available climate education technologies aim to convey key AGCC concepts or Earth systems processes; the educational GCM used here aims to teach students the methods and processes of global climate modeling. We hypothesized that challenges to learning about AGCC make authentic technology-enabled inquiry important in developing accurate understandings of not just the issue but how scientists research it. The goal was to determine if student learning trajectories differed between the comparison and treatment groups based on whether each climate education technology allowed authentic scientific research. We trace learning trajectories using pre/post exams, practice quizzes, and written student reflections. To examine the reasons for differing learning trajectories, we discuss student pre/post questionnaires, student exit interviews, and 535 min of recorded classroom video. Students who worked with a GCM demonstrated learning trajectories with larger gains, higher levels of engagement, and a better idea of how climate scientists conduct research. Students who worked with simpler climate education technologies scored lower in the course because of lower levels of engagement with inquiry processes that were perceived to not actually resemble the work of climate scientists.  相似文献   

Dimensions of Instructor Disclosure: Implications for Rhetorical and Relational Goals of Instruction     

Renee Kaufmann  Brandi N. Frisby 《Communication Research Reports》2017,34(3):221-229

There are an array of reasons why instructors view personal disclosures as beneficial for the classroom, including to demonstrate caring and to make content relevant. Using the rhetorical and relational goals of instruction theory as the theoretical model, this study tested the potential for the three dimensions of disclosure (i.e., amount, negativity, relevance) to account for variance in instructor rhetorical goals (i.e., relevance) and relational goals (i.e., caring). The results highlight the importance of relevant instructor disclosures to perceiving an instructor as achieving rhetorical and relational goals within the classroom.  相似文献   

An investigation of listening and listening‐while‐reading accommodations on reading comprehension levels and rates in students with emotional disorders     

Andrea D. Hale  Christopher H. Skinner  Beth D. Winn  Renee Oliver  Jessica D. Allin  Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51

Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005.  相似文献   

We all as a family are graduating tonight: a case for mathematical knowledge for parental involvement     

Andrea Knapp  Racheal Landers  Senfeng Liang  Vetrece Jefferson 《Educational Studies in Mathematics》2017,95(1):79-95

The researchers in this study investigated the impact of mathematics-focused parental involvement on Kindergarten to Grade 8 children and parents as well as factors prompting that impact. Qualitative analysis consisting of parent, child, and teacher interviews and 3-year quantitative testing showed significant improvements in students’ mathematics understanding and achievement. Moreover parents and teachers improved on measures of content knowledge. We hypothesize that improved parent content and pedagogical knowledge and improved parent-child interactions around mathematics stimulate children to learn at school. Furthermore, we found aspects of parent knowledge and dispositions gained to be analogous to teacher MKT; we termed these aspects Mathematical Knowledge for Parental Involvement. Such aspects include content knowledge, valuing students’ own strategies, and listening to students’ explanations and may boost student achievement in mathematics.  相似文献   

Reimagining Counselor Education with Diversity as a Core Value     

Holly A. Stadler  Suhyun Suh  Debra C. Cobia  Renee A. Middleton  Jamie S. Carney 《Counselor Education & Supervision》2006,45(3):193-206

To move diversity from the periphery of counselor preparation to its core requires effort beyond the 1 or 2 “special” courses that have been the mainstay of multicultural counselor education (T. E. Midgette & S. S. Meggert, 1991). The authors describe the processes and outcomes of a systemic reimagining of Auburn University's counselor education doctoral program, as well as community agency and school counseling master's‐degree programs that incorporate diversity as a core value. The development of diversity‐supportive department policies and procedures, curricular and cocurricular changes, and environmental considerations are discussed and evaluated.  相似文献   

A needs assessment of primary school pupils of the Yi nationality in the Sichuan Province of China     

Dr. Jefferson N. Eastmond 《Educational technology research and development : ETR & D》1991,39(2):102-105

This research was sponsored by Brigham Young University and the State Nationalities Affairs Commission of the Government of China.  相似文献   

One for Nine Ten: Cataloging for Consortia Collections,a UC model     

Renee Chin  Rebecca Culbertson   Shi Deng  Kathleen Garvey-Clasby  Bie-hwa Ma  Donal O'Sullivan 《Cataloging & classification quarterly》2018,56(2-3):188-213

ABSTRACT

In January 2000, the University of California created the Shared Cataloging Program (SCP). Based at the University of California, San Diego, the SCP is a “centralized cataloging model” for the California Digital Library consortium collections. This article will take an evolutionary look at the perpetual challenges of sustaining a consortial cataloging model and highlight the efforts of the SCP in the ongoing quest to eliminate the redundancy of efforts by centralizing the optimization of cataloging efficiency.  相似文献