Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

The development of beginning mathematics teacher pedagogical content knowledge     

John K. Lannin  Matthew Webb  Kathryn Chval  Fran Arbaugh  Sarah Hicks  Cynthia Taylor  Rebecca Bruton 《Journal of Mathematics Teacher Education》2013,16(6):403-426

Recent research efforts (Schmidt et al. in The preparation gap: teacher education for middle school mathematics in six countries, MSU Center for Research in Mathematics and Science Education, 2007) demonstrate that teacher development programs in high-performing countries offer experiences that are designed to develop both mathematical knowledge and pedagogical knowledge. However, identifying the nature of the mathematical knowledge and the pedagogical content knowledge (PCK) required for effective teaching remains elusive (Ball et al. in J Teacher Educ 59:389–407, 2008). Building on the initial conceptual framework of Magnusson et al. (Examining pedagogical content knowledge, Kluwer, Dordrecht, pp 95–132, 1999), we examined the PCK development for two beginning middle and secondary mathematics teachers in an alternative certification program. The PCK development of these two individuals varied due to their focus on developing particular aspects of their PCK, with one individual focusing on assessment and student understanding, and the other individual focusing on curricular knowledge. Our findings indicate that these individuals privileged particular aspects of their knowledge, leading to differences in their PCK development. This study provides insight into the specific aspects of PCK that developed through the course of actual instructional practice, providing a lens for future research in this area.  相似文献   

Lived meanings: what teachers mean when they say they are learner‐centered     

Cynthia Paris  Barbara Combs 《Teachers and Teaching》2013,19(5):571-592

While the term ‘learner‐centered’ is invoked in many curriculum standards documents, packaged curriculum materials, mission statements and criticisms of educational practice, there is little agreement on its meaning. Shallow understandings and conflicting practices abound. And rarely do the meanings ascribed to the term take into account the meanings of thoughtful teachers who live learner‐centered approaches daily in their work. Here we introduce lived meanings of learner‐centeredness found in the personal and professional histories of experienced teachers. Data were gathered in interviews that took the form of focused conversations which yielded elaborated stories and reflections that suggest that learner‐centeredness is a concept that cannot be captured in finite, static, unquestioned definitions. The teachers’ lived meanings are expressed in fine‐grained detail, are embedded in particular settings and the teachers’ own personal and professional histories, go beyond surface features of practice and are in motion and unfinished. Taken together, these lived meanings have the potential to challenge and deepen current understandings of learner‐centered practices. Further, they have the potential to bring humanity, humility and integrity to the work of those who engage in these practices and of those who would support or criticize them.  相似文献   

Academic and Student Affairs Issues Post Hurricane Katrina     

Camille Jarrell  Raymonda Dennis  Marian Jackson  Cynthia A. Kenney 《Community College Journal of Research & Practice》2013,37(3):235-250

This article describes several issues in the academic and student affairs areas faced by students and faculty in the post-Katrina destruction environment. Cases are used to illustrate the issues, and a call is made for increased disaster readiness plans.  相似文献   

Listening to Student Concerns: An Instructional Strategy to Expand Student Perspectives     

Cynthia Lashley 《Journal of Early Childhood Teacher Education》2013,34(2):190-201

It is well documented in the literature that relationships influence the lives of young children (birth to second grade). Consequently, it is essential that young children's caregivers and teachers build professional relationships with children's parents, because these relationships influence the children's present and later learning environments both at home and in school. While listening to parents is a well-established value in the field of Early Childhood Care and Education, details about what “listening to parents” means seem less clear in the literature, research, and our own pedagogy as early childhood educators. Incidentally, teacher candidates and advanced teacher students (hereafter referred to as “our students”) sometimes voice concerns related specifically to listening to parents. Yet, answers to such concerns also seem limited in the literature and the research. Therefore, the intent of this reflective position paper is threefold: to provide my fellow teacher educators with three literature-based reasons to share with our students about why it is important to listen to parents; to indentify familiar comments, concerns, and feelings that our students have voiced about listening to parents; and to provide five practical cooperative-learning activities that will potentially influence our students' practices.  相似文献   

Timeless and Timely Advice: A Commentary on “Consultation to Facilitate Planned Organizational Change in Schools,” an article by Joseph E. Zins and Robert J. Illback     

Cynthia E. Hazel 《Journal of educational and psychological consultation》2013,23(2-3):125-132

This commentary on Zins and Illback's (1995) Zins, J. E. and Illback, R. J. 1995. Consultation to facilitate planned organizational change in schools. Journal of Educational and Psychological Consultation, 6: 237–245. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] article, Consultation to Facilitate Planned Organizational Change in Schools, argues that the authors provided a solid foundation for well-planned, proactive, sustainable, internally-driven systemic change in schools that has yet to be widely realized. Their school organizational change model and more recent change models provide guidance for realizing a change from an individual, remedial focus to a population-based and preventative practice.  相似文献   

Field-based teacher education in literacy: preparing teachers in real classroom contexts     

Tricia L. DeGraff  Cynthia M. Schmidt  Jennifer H. Waddell 《Teaching Education》2013,24(4):366-382

For the past two decades, scholars have advocated for reforms in teacher education that emphasize relevant connections between theory and practice in university coursework and focus on clinical experiences. This paper is based on our experiences in designing and implementing an integrated literacy methods course in a field-based teacher education program. We describe issues involved in helping preservice teachers learn to differentiate literacy instruction for diverse learners in urban schools and describe how we use Grossman’s framework of representation, decomposition, and approximation of practice to connect theory and practice. We offer insights about the importance of using recursive cycles of practice and carefully scaffolded learning through attention to different aspects of practice. Initial successes and challenges in implementing field-based literacy education are discussed.  相似文献   

Defining ‘science-based targets’     

Inger Andersen  Naoko Ishii  Thomas Brooks  Cynthia Cummis  Gustavo Fonseca  Astrid Hillers  Nicholas Macfarlane  Nebojsa Nakicenovic  Kevin Moss  Johan Rockstrm  Andrew Steer  Dominic Waughray  Caroline Zimm 《国家科学评论(英文版)》2021,8(7)

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Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning     

Terri Pedersen Summey  Cynthia Akers Kane 《Journal of Library & Information Services in Distance Learning》2017,11(1-2):158-174

ABSTRACT

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented.  相似文献   

Insights into the Integration of Traditional Filipino Arts in Art and Design Education: Voices from the Academe     

Cynthia B. Loza  Allan B. De Guzman  Regalado T. Jose 《The International Journal of Art & Design Education》2008,27(2):124-132

This article presents the first segment of a qualitative study that explores the feasibility of integrating traditional arts in Philippine art and design education. The views of educators on traditional arts were sought to provide an impetus for the study and a springboard for discussion regarding the relevance of traditional Filipino arts in a predominantly Westernised educational system. The educators’ views and opinions on the central question, ‘Why and how should the study of traditional Filipino arts be integrated in the art and design programme?’ will be used to guide a trial integration of the learning of traditional arts in tertiary art and design classes. They will form part of the multiple perspectives that will be gathered from various sectors throughout the course of research. This phenomenological study, on the whole, seeks to uncover the potentials of traditional arts as a rich resource for learning, particularly for students of art and design.  相似文献