Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind energy demands. 相似文献
The purpose of this article is to demonstrate constraining the nominal response model in Mplus software to calibrate data under the partial credit model (PCM) and generalized partial credit model (GPCM). Currently, many researchers are uncertain if the PCM and GPCM can be estimated within Mplus. Through model constraint commands in Mplus, we demonstrate that both models can be estimated in recent versions of this software. We present an example of this approach with data from 522 respondents on a subset of items from the Math Self-Efficacy Scale (Betz & Hackett, 1983). It is demonstrated that the presented model code is a viable way of estimating the models in Mplus.相似文献
This qualitative study applied methods used in discourse analysis to investigate how a consultant's questioning supported the goal of group consultation to empower beginning teachers to become effective problem solvers in their work environment. The focus of the study was on the process of questioning and communicative coherency as the group evolved over the course of the school year. The participants in this study were 7 White elementary school teachers in their first year of teaching. There were 12 sessions held over an 8-month period. The investigators found evidence of a parallel process between the coordinate consultation process and coherency in consultative discourse, such that as the coordinate process developed and improved, so did the coherency of group discourse. Implications for practice, training, and future research are discussed. 相似文献
Set in the context of a teacher education program, this study examined how three White pre-service teachers participate in book club discussions of children’s literature. We asked: When White pre-service teachers are in a context that enables talk about race, racism and anti-racism, what do they talk about? What conceptual and discursive tools do they use? We were guided by these questions, along with theoretical perspectives of racial literacy, multicultural discourses and a form of critical discourse analysis referred to as ‘positive discourse analysis’ or ‘reconstructive discourse analysis’. Our analysis illustrates that the participants held two questions, what constitutes racism and what makes a person a White ally, without firm resolution in the form and function of their talk. Their discourses illustrate that racial literacy involves what teachers say and also a willingness to stand in the space of indeterminacy, which may create space for new social positions. We argue for a continued theorization of critical discourse analysis alongside of racial literacy and multicultural discourses. 相似文献
The seven articles that comprise this Special Issue examine the professional growth of mathematics and science teacher educators across different contexts and different foci of who is the teacher educator being studied. Despite these differences, a common thread running throughout these seven articles is the need for learning to be situated in collaboration with others. In this final article, we examine the contribution of these articles through two perspectives: that of the collaborative contexts supporting the professional growth of mathematics and science teacher educators, and the role of disciplinary knowledge as part of the purpose for teacher educators’ professional growth. We notice that collaboration can take on very different structures in supporting teacher educators’ professional learning due to the different purposes and roles of the teacher educators in the studies. We also notice that while collaboration figures as an important component in all of the studies, the disciplinary specific aspects of collaboration, i.e., how collaboration might be negotiated differently by teacher educators in mathematics and science, is still not well understood. Overall, these articles provide important insights that help to shed new light on the complex and multifaceted nature of teacher educators’ learning and growth and provide productive avenues for future research.
Through semi‐structured interviews, this study explored 11 bilingual school psychologists’ (BSPs) consultation experiences with teachers of English learners (EL) to determine referral concerns, recommendations made, challenges encountered, preparation experiences, and skills most needed. The most common referral issue concerned students’ academic performance and teachers’ attempts to parse out language acquisition difficulties from learning problems. Principal consultation challenges included the scarcity of trained professionals, teacher bias, and the stress of competing school priorities. BSPs relied most on their interpersonal skills and relationship building skills, as well as their knowledge of EL‐focused interventions and their problem identification skills. Recommendations to their monolingual school psychology colleagues included the need to actively seek out a) language and culture resources, b) relevant professional development opportunities, and c) consultations with fellow BSPs. Study limitations and implications are discussed. 相似文献
Journal of Science Education and Technology - Numerous studies have been undertaken to design, develop, and provide validity evidence for using instruments to measure students’ attitudes... 相似文献
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex.Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples and (2) examine inattention as a separate dimension from hyperactivity/impulsivity. The aim of this review is to ascertain whether the relationship documented between inattention and academic outcomes in ADHD also holds for the dimensional trait of inattention as manifest in non-clinical community samples of children and adolescents, taking into consideration both academic achievement and academic performance across age.Design and methods: A comprehensive search was carried out using two databases. The PRISMA guidelines were used to report the search steps. The QUIPS tool was used to rate the quality of studies, followed by a best evidence synthesis to summarise these results.Results: Out of 1748 citations found, 27 articles met the specific inclusion criteria. Results point to a strong effect according to the best evidence synthesis: 7 studies that have low risk of bias found that teacher-rated inattention is significantly predicative of poor academic achievement in community samples of children.Conclusions: This review provides support for a consistent, negative relationship between classroom inattention as reported by teachers and both standardised academic test achievement and classroom performance outcomes for children in preschool (moderate evidence), elementary school and longitudinally from elementary to high school. The average relationship was stronger when classroom performance was measured, as compared to standardised achievement. However, the quantitative strength of relationship has not been confirmed with a meta-analysis due to heterogeneity and too few high-quality studies identified. Variance across the studies in terms of the strength of association suggests that other unexamined factors (e.g. cognitive function or motivation) may be contributing to this relationship. Implications for educators and clinicians who work within the school setting are discussed. 相似文献
This study sought to discover some of the causes of initial interset in and atrition from the natural sciences and engineering
among the students (N=5320) who entered four highly selective institutions in 1988, with particular attention to possible special causes for the
disproportionate attrition of women from science. Though a smaller proportion of women (35 percent) than men (49 percent)
were initially interested in science, gender added little to the prediction of such initial choice when preadmission measures
of developed abilities were taken into account in regression analysis. Of the group of 2,276 students initially interested
in science, 40 percent did not finally concentrate in science, and smaller proportions of women (48 percent) than of men (66
percent) persisted. The most significant cognitive, factor predicting these losses was low grades earned in science courses
taken during the first two years of study. With grades held equal, gender was not a significant predictor of persistence in
engineering and biology; gender added strongly to grades, however, as a factor associated with unusually large losses of women
from a category that included the physical sciences and mathematics. Responses to a questionnaire administered in the fall
of 1991 showed that science majors regarded their instruction as too competitive, with too few opportunities to ask questions,
taught by professors who were relatively unresponsive, not dedicated, and not motivating. Students who defected from science
did so largely because of the attraction of other fields, but many shared the criticism of overcompetitiveness and inferior
instruction, along with the view that the work was too difficult. Several items were about elements of classroom instruction
and atmosphere thought to be especially difficult for women (i.e., the chilly climate), but except for perceived competitiveness,
women did not rate their classroom experiences as being more unpleasant than did men.
This research was supported by grants from the Alfred P. Sloan Foundation and the National Science Foundation. 相似文献