‘Being a Member of a Club makes me feel special!’ Children’s Responses to a Community Literacy Project.     

Julia Tanner 《Literacy》2000,34(3):134-136

This article presents the findings of a preliminary small‐scale evaluation of one aspect of the Read It Project, a community literacy project initiated and managed by Leeds Education 2000. It focuses on the reading attitudes and behaviour of children who attended Read It Clubs in 1998/9, based on survey data collected from sixty‐one participating children. It is clear children enjoyed the Read It Clubs they attended, valued the experience and believed they gained from it.  相似文献   

Yes,Classroom Sales Training Can Enhance Performance     

Steven W. Graham  John Wedman  Tom Tanner  Carol Monahan 《Performance Improvement Quarterly》1998,11(2):101-112

Organizations today face competitive conditions unlike those experienced in the past. Managers and team leaders must learn ways to get the highest level of performance from a team of people, work with a variety of individuals diverse projects, communicate with a wide audience clearly and effectively, and be able to provide performance feedback and elevate performance levels for people they hardly know. While few will argue that learning in organizations is critical to meeting these challenges, an increasing number of decision-makers are raising questions about the value of classroom training. The questions are especially difficult to address in sales training where results are observable (i.e., sales) but difficult to trace to performance events and interventions. The current study was conducted to address two questions: 1) Is it possible to link sales production to participation in classroom sales training? 2) If so, what are the elements of the training that seem to be most useful in enhancing employee performance and sales performance?  相似文献   

On the Origins of SLE Research,Questions, Outstanding,and Other Research Traditions     

Thomas Tanner 《Environmental Education Research》1998,4(4):419-423

This brief article discusses important topics not addressed elsewhere in this special issue of EER. First, by documenting the true origins of significant life experiences (SLE) research, it corrects certain misinformation appearing in recent years. It goes on to raise some questions about past research techniques and interpretation of results. It concludes by recommending certain authors and titles from other research traditions, which could inform future SLE investigations.  相似文献   

The ethical sensations of im-mediacy: Embodiment and multiple literacies in animal rights activists’ learning with media technologies     

Tanner Vea 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1589-1602

In this paper, I consider a social movement for animal rights as a site of learning about a particular form of ethics. I use a multiliteracies framework, which emphasizes critical consumption and creation across a range of media forms, to consider how learning unfolds using a different kind of medium: the affective body. Activists in this study learned to read the signs of their embodied encounters with nonhuman animals as a privileged mode for understanding their ethical truth. Then they used other forms of digital mediation to produce and spread the feelings of being present with animals for others. I discuss social media memes and virtual reality as two examples. I employ the term “im-mediacy” to emphasize both the affects of feeling present and the sense-making involved in mediation and its ideologies. This approach considers affect and semiosis as mutually constitutive processes in learning. The findings also suggest the need to consider the affects produced in learning environments that bring bodies in proximity to one another, or that use technology to mediate feelings of proximity, as well as what I describe as embodied literacies for sensing the needs of others and responding with care.  相似文献   

The National Science Foundation by Dorothy Schaffter. New York: Frederick A. Praeger,Publishers, 1969. 278 pp. $7.95     

Laurel N. Tanner 《The Educational forum》2013,77(4):595-596

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Evolving Instruction by Eugene E. Haddan. New York: The Macmillan Company, 1970. 335 pp. $6.95.     

Laurel N. Tanner 《The Educational forum》2013,77(4):561-562

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Investigating Undergraduate Science Students’ Conceptions and Misconceptions of Ocean Acidification     

Kathryn I. Danielson  Kimberly D. Tanner 《CBE life sciences education》2015,14(3)

Scientific research exploring ocean acidification has grown significantly in past decades. However, little science education research has investigated the extent to which undergraduate science students understand this topic. Of all undergraduate students, one might predict science students to be best able to understand ocean acidification. What conceptions and misconceptions of ocean acidification do these students hold? How does their awareness and knowledge compare across disciplines? Undergraduate biology, chemistry/biochemistry, and environmental studies students, and science faculty for comparison, were assessed on their awareness and understanding. Results revealed low awareness and understanding of ocean acidification among students compared with faculty. Compared with biology or chemistry/biochemistry students, more environmental studies students demonstrated awareness of ocean acidification and identified the key role of carbon dioxide. Novel misconceptions were also identified. These findings raise the question of whether undergraduate science students are prepared to navigate socioenvironmental issues such as ocean acidification.  相似文献   

Development of the Biology Card Sorting Task to Measure Conceptual Expertise in Biology     

Julia I. Smith  Elijah D. Combs  Paul H. Nagami  Valerie M. Alto  Henry G. Goh  Muryam A. A. Gourdet  Christina M. Hough  Ashley E. Nickell  Adrian G. Peer  John D. Coley  Kimberly D. Tanner 《CBE life sciences education》2013,12(4):628-644

There are widespread aspirations to focus undergraduate biology education on teaching students to think conceptually like biologists; however, there is a dearth of assessment tools designed to measure progress from novice to expert biological conceptual thinking. We present the development of a novel assessment tool, the Biology Card Sorting Task, designed to probe how individuals organize their conceptual knowledge of biology. While modeled on tasks from cognitive psychology, this task is unique in its design to test two hypothesized conceptual frameworks for the organization of biological knowledge: 1) a surface feature organization focused on organism type and 2) a deep feature organization focused on fundamental biological concepts. In this initial investigation of the Biology Card Sorting Task, each of six analytical measures showed statistically significant differences when used to compare the card sorting results of putative biological experts (biology faculty) and novices (non–biology major undergraduates). Consistently, biology faculty appeared to sort based on hypothesized deep features, while non–biology majors appeared to sort based on either surface features or nonhypothesized organizational frameworks. Results suggest that this novel task is robust in distinguishing populations of biology experts and biology novices and may be an adaptable tool for tracking emerging biology conceptual expertise.  相似文献   

“What if students revolt?”—Considering Student Resistance: Origins,Options, and Opportunities for Investigation     

Shannon B. Seidel  Kimberly D. Tanner 《CBE life sciences education》2013,12(4):586-595

Instructors attempting new teaching methods may have concerns that students will resist nontraditional teaching methods. The authors provide an overview of research characterizing the nature of student resistance and exploring its origins. Additionally, they provide potential strategies for avoiding or addressing resistance and pose questions about resistance that may be ripe for research study.

“What if the students revolt?” “What if I ask them to talk to a neighbor, and they simply refuse?” “What if they do not see active learning as teaching?” “What if they just want me to lecture?” “What if my teaching evaluation scores plummet?” “Even if I am excited about innovative teaching and learning, what if I encounter student resistance?”

These are genuine concerns of committed and thoughtful instructors who aspire to respond to the repeated national calls to fundamentally change the way biology is taught in colleges and universities across the United States. No doubt most individuals involved in promoting innovative teaching in undergraduate biology education have heard these or variations on these fears and concerns. While some biology instructors may be at a point where they are still skeptical of innovative teaching from more theoretical perspectives (“Is it really any better than lecturing?”), the concerns expressed by the individuals above come from a deeply committed and practical place. These are instructors who have already passed the point where they have become dissatisfied with traditional teaching methods. They have already internally decided to try new approaches and have perhaps been learning new teaching techniques themselves. They are on the precipice of actually implementing formerly theoretical ideas in the real, messy space that is a classroom, with dozens, if not hundreds, of students watching them. Potential rejection by students as they are practicing these new pedagogical skills represents a real and significant roadblock. A change may be even more difficult for those earning high marks from their students for their lectures. If we were to think about a learning progression for faculty moving toward requiring more active class participation on the part of students, the voices above are from those individuals who are progressing along this continuum and who could easily become stuck or turn back in the face of student resistance.Unfortunately, it appears that little systematic attention or research effort has been focused on understanding the origins of student resistance in biology classrooms or the options for preventing and addressing such resistance. As always, this Feature aims to gather research evidence from a variety of fields to support innovations in undergraduate biology education. Below, we attempt to provide an overview of the types of student resistance one might encounter in a classroom, as well as share hypotheses from other disciplines about the potential origins of student resistance. In addition, we offer examples of classroom strategies that have been proposed as potentially useful for either preventing student resistance from happening altogether or addressing student resistance after it occurs, some of which align well with findings from research on the origins of student resistance. Finally, we explore how ready the field of student resistance may be for research study, particularly in undergraduate biology education.  相似文献   

Preface     

Thomas Tanner 《Environmental Education Research》1999,5(2):179-180

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