The social studies methods course: what do teacher candidates know and want to know about teaching social studies?     

Scott M. Waring 《Educational Research and Evaluation》2013,19(5):437-449

During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007 Bogdan, R. C. and Biklen, S. K. 2007. Qualitative research for education: An introduction to theory and methods , (5th ed.), Needham Heights, MA: Allyn & Bacon.  [Google Scholar]; Erikson, 1986 Erikson, F. 1986. “Qualitative methods in research on teaching”. In Handbook of research on teaching , (3rd ed.,, Edited by: Wittrock, M. C. 119–161. New York, NY: Macmillan.  [Google Scholar]; Patton, 2002 Patton, M. Q. 2002. Qualitative research & evaluation methods , (3rd ed.), Thousand Oaks, CA: Sage.  [Google Scholar]) and content analysis (Patton, 2002 Patton, M. Q. 2002. Qualitative research & evaluation methods , (3rd ed.), Thousand Oaks, CA: Sage.  [Google Scholar]) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed.  相似文献   

Development of an Early Hebrew Oral Reading Fluency Measure     

Scott J. Goldberg  Elana R. Weinberger  Nina E. Goodman  Shoshana Ross 《Journal of Jewish Education》2013,79(3):198-214

Currently, there are no Hebrew (L2) reading assessments that have been tested to obtain evidence for reliability and validity on which to base decisions about Hebrew instruction. The authors developed a Hebrew benchmark assessment tool for first grade students modeled after Dynamic Indicators of Basic Early Literacy Skills, a standardized test of accuracy and fluency used to identify at-risk students and to monitor student progress. Results of pilot data collection (N=53) provide evidence for strong alternate form reliability for this measure, as well as evidence for content, face and criterion-related validity. Future directions for research and development are discussed.  相似文献   

The effects of response cost and species-typical behaviors on a daily time–place learning task     

Scott H. Deibel  Christina M. Thorpe 《Learning & behavior》2013,41(1):42-53

Two theories that have been hypothesized to mediate acquisition in daily time–place learning (TPL) tasks were investigated in a free operant daily TPL task: the response cost hypothesis and the species-typical behavior hypothesis. One lever at the end of one of the choice arms of a T-maze provided food in the morning, and 6 h later, a lever in the other choice arm provided food. Four groups were used to assess the effect of two possible sources of response cost: physical effort of the task and costs associated with foraging ecology. One group was used to assess the effect of explicitly allowing for species-typical behaviors. If only first arm choice data were considered, there was little evidence of learning. However, both first press and percentage of presses on the correct lever prior to the first reinforcement revealed evidence of TPL in most rats tested. Unexpectedly, the high response cost groups for both of the proposed sources did not perform better than the low response cost groups. The groups that allowed animals to display species-typical behaviors performed the worst. Skip session probe trials confirmed that the majority of the rats that acquired the task were using a circadian timing strategy. The results from the present study suggest that learning in free operant daily TPL tasks might not be dependent on response cost.  相似文献   

Right or Wrong? Toward a Theory of IRBs’ (Dis)Approval of Research     

Scott Jacques  Richard Wright 《Journal of Criminal Justice Education》2013,24(1):42-59

No one would disagree that scientific research has been unethical—even criminal—at times. Institutional review boards (IRBs) play a fundamental role in protecting people from unethical criminological research. At the same time, IRBs, as social entities, are subject to a wide range of influences that may affect their decisions regarding the ethicality of research. This research note draws on the paradigm of pure sociology and the logic underpinning Black’s theory of law to propose a preliminary theory of IRBs’ (dis)approval of research. Specifically, it suggests that IRBs apply less social control to criminological research involving higher status researchers and lower status research participants and, therefore, those persons are more often involved in research. The paper concludes with theoretically situated, practical advice for how (1) IRBs can reduce their discrimination, and (2) criminological researchers can reduce IRBs’ disapproval of their projects and thereby increase their research output.  相似文献   

Looking in the Review Mirror: Factors Affecting Transfer for Urban Community College Students     

Linda Serra Hagedorn  Scott Cypers  Jaime Lester 《Community College Journal of Research & Practice》2013,37(9):643-664

  相似文献   

Social Integration in a Community College Environment     

Scott J. Mertes 《Community College Journal of Research & Practice》2013,37(11):1052-1064

Among current retention models, Tinto’s Interactionalist Model has reached near paradigmatic status. When his model has been applied to two-year college settings, the social integration results have been inconsistent. This has led Maxwell (2000) and Deil-Amen (2011) to suggest that a different construct of social integration exists in community colleges; one that focuses less on purely social activities and more on peer groups centered on academically-related activities, and interactions with faculty and students inside the classroom. But are these two constructs really different? The current study sought to ascertain whether this alternative construct of social integration is, in fact, related to Tinto’s construct. It also was designed to investigate the impact of additional variables including gender, race, age, and program of study (i.e., occupational vs. transfer) have on both constructs. After conducting the analysis, it was found that the two social integration constructs were highly related. Additionally, it was found that social integration, using Tinto’s construct, significantly varied by gender. Future research strategies including longitudinal analysis, regression analysis, and qualitative techniques are all recommended.  相似文献   

C Problem: Climb or Catastrophe     

Linda Serra Hagedorn  Jaime Lester  Scott J. Cypers 《Community College Journal of Research & Practice》2013,37(3):240-255

While community colleges serve as a postsecondary entry point for many “at-risk” students, not many who enroll will be ready or able to participate in college level courses on entry. Statistically, large numbers of community college students require college remediation, and only a handful are able to successfully emerge from the remediation pipeline. Many students find mathematics the most challenging course sequence and frequently report high levels of math anxiety and lower completion rates. Using population data from a large urban district in a western state, this study examined the impact of course grades on subsequent grades within math courses.  相似文献   

Transfer Between Community Colleges and 4-Year Colleges: The All-American Game     

Linda Serra Hagedorn  Hye Sun Moon  Scott Cypers  William E. Maxwell  Jaime Lester 《Community College Journal of Research & Practice》2013,37(3):223-242

ABSTRACT

In this article, the authors introduce a novel way, using the metaphor of a baseball game, to evaluate and measure community college student progress for those whose stated goal is to transfer to a 4-year institution and, ultimately, earn a bachelor's degree. The proposed framework of “the Transfer Game” is an outgrowth of the Transfer and Retention of Urban Community College Students (TRUCCS) project, which is a longitudinal study of 5,000 community college students from the 9-campuses of the Los Angeles Community College District. The goal of the project is to explain how the “all-American game” provides a method to measure, comprehend, and visualize student progression, and identify the factors that predict both success and barriers. The framework provides a scholarly comparison of the all-American game of baseball to the All-American invention of the community college.  相似文献   

Literacy and Learning in the Italian Renaissance     

J. Scott Bentley 《Review of Education, Pedagogy & Cultural Studies》2013,35(2):187-189

  相似文献   

Pedagogy in a Time of Terror: Henry Giroux's Beyond the Spectacle of Terrorism 1     

Scott Stoneman 《Review of Education, Pedagogy & Cultural Studies》2013,35(1):111-135

  相似文献