Indigenous cultural contexts for STEM experiences: snow snakes’ impact on students and the community     

Brant G. Miller  Gillian Roehrig 《Cultural Studies of Science Education》2018,13(1):31-58

Opportunities for American Indian youth to meaningfully engage in school-based science, technology, engineering, and mathematics (STEM) experiences have historically been inadequate. As a consequence, American Indian students perform lower on standardized assessments of science education than their peers. In this article we describe the emergence of meaning for students—as well as their community—resulting from Indigenous culturally-based STEM curriculum that used an American Indian tradition as a focal context. Specifically, the game of snow snakes (Gooneginebig in Ojibwe) afforded an opportunity for STEM and culturally-based resources to work in unison. A case study research design was used with the bounded case represented by the community associated with the snow snake project. The research question guiding this study was: What forms of culturally relevant meaning do students and the community form as a result of the snow snake game? Results indicate evidence of increased student and community engagement through culturally-based STEM experiences in the form of active participation and the rejuvenation of a traditional game. Implications are discussed for using culturally-based contexts for STEM learning.  相似文献   

A Second Dystopia in Education: Validity Issues in Authentic Assessment Practices     

John D. Hathcoat  Jeremy D. Penn  Laura L. B. Barnes  Johnathan C. Comer 《Research in higher education》2016,57(7):892-912

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The relative impact of school‐wide positive behavior support on teachers’ perceptions of student behavior across schools,teachers, and students     

Albert W. Wienen  Inge Reijnders  Marleen H. van Aggelen  Elske H. Bos  Laura Batstra  Peter de Jonge 《Psychology in the schools》2019,56(2):232-241

School‐wide positive behavior support (SWPBS) is a systemic approach for implementing a proactive schoolwide discipline and for improving students’ academic and behavioral outcomes by targeting the school’s organizational and social culture. With a multilevel approach, the present study evaluates the relative effectiveness of SWPBS on teachers’ perceptions of the student behavior (N = 3,295) across schools, teachers, and children using a multilevel approach. We assessed teacher perception of student problem behavior five times during a 3‐year implementation of SWPBS in 23 Dutch schools. Multilevel analyses not only revealed a small increase in perceived prosocial behavior and a small decrease in problems with peers, but also different effects across children, teachers, and schools. Effects were stronger for girls and for students with higher severity of perceived problems at baseline. At teachers’ level, higher mean baseline severity of perceived problems was associated with the reduced impact of SWPBS on perceived emotional problems and problems with peers. At the school level, effects were stronger for regular schools as compared with special needs schools.  相似文献   

Improving Inquiry Teaching through Reflection on Practice     

Christine R. Lotter  Cory Miller 《Research in Science Education》2017,47(4):913-942

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Reviews     

G. E. Bookbinder  Jane Miller  Alan Treadwell 《Literacy》1978,12(2):48-54

Foster , John , L. (Editor ). (1977). Reluctant to Read? Edinburgh Reading Tests - Stages 1 and 4 - Godfrey Thomson Unit. Dubin , F. and Olshtain , E. (1977). Facilitating Language Learning. Skitt , Frank . (1978). Themes for Language Learning.  相似文献   

Mathematical Flexibility: Aspects of a Continuum and the Role of Prior Knowledge     

Kristie J. Newton  Karin Lange  Julie L. Booth 《Journal of Experimental Education》2020,88(4):503-515

Abstract

Psychologists and mathematics educators have long viewed flexibility as critical to students’ mathematical development. In this paper, we focused on the multidimensional nature of flexibility to better understand how preference, knowledge, and use of effective methods for solving algebra problems are related. In Study 1, we identified research-based aspects of flexibility with algebra and assessed students on them following a two-step equations unit. Results indicated that certain aspects of flexibility develop prior to others and that prior knowledge of algebra plays a significant role in that development. Study 2 confirmed and elaborated on these results using a larger sample size. Implications for theory and for supporting flexibility in classrooms are discussed.  相似文献   

Is students’ energy literacy related to their university’s position in a sustainability ranking?     

D. R. E. Cotton  J. Winter  W. Miller  L. Dalla Valle 《Environmental Education Research》2018,24(11):1611-1626

Abstract

University rankings are increasingly important internationally, and in the UK include a sustainability ‘Green League’. However, there is little evidence about experiences of studying in ‘sustainable universities’. We report an empirical study at five universities in varied positions in the Green League, exploring students’ energy literacy, environmental attitudes and perceptions of their institution’s energy-saving efforts. Although the link to energy literacy is not clear, findings suggest that there are significant differences between students’ environmental attitudes at universities placed at different points in the league. In addition, students at higher ranked universities are more positive about their university’s energy-saving efforts, suggesting that these institutions may exhibit more overt manifestations of sustainability. This is important since students report being more likely to choose energy-conservation behaviours if there is visible representation of energy use. The study is the first to attempt a comparison between universities at different positions in a sustainability ranking.  相似文献   

Topicalization and the Processing of Expository Prose by Children: mediating effects of cognitive styles and content familiarity     

Beth Davey  Debra Miller 《教育心理学》1990,10(1):23-38

This study assessed the effects of text topicalization conditions (initial position, final position, or no topic sentence) on the comprehension of main ideas and specific passage information for middle school readers. Also of interest were interactions of topic familiarity and readers’ cognitive styles (degree of field independence) with text topicalization. One hundred and seven subjects were randomly assigned to one of the three topicalization conditions and read three familiar and three less‐familiar multipleparagraph expository texts. Main idea comprehension was assessed with both a sentencesummary (generation) and best‐title (recognition) task. Comprehension of specific passage information was evaluated with multiple‐choice items. Text topicalization effects were observed for main idea comprehension (with initial position best, followed by final position), while topic familiarity resulted in higher comprehension scores for specific passage information. Moreover, a cognitive style‐text topicalization interaction was found on the best‐title task; in this case, relatively field dependent readers were assisted by a final topic sentence placement. Implications are drawn for future research concerning the complex interplay of texts, tasks and readers in prose‐processing.  相似文献   

Foundations of a new instructional paradigm... really!     

Erin Edwards  David Wiley  Laurie Miller Nelson 《TechTrends》2002,46(1):17-17

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Raising the bar on studying cultural evolution     

Noam Miller 《Learning & behavior》2018,46(1):5-6

Sasaki and Biro (2017, Nature Communications, 8, 15049) show that pairs of pigeons can increase the efficiency of their homing routes over several ‘generations’ in which pair members are gradually replaced by naïve birds. Their findings show that socially transmitted cumulative alterations of behavior are not unique to humans and suggest a way to examine potential mechanisms of cultural evolution.  相似文献