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81.
This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
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Lauren Crigler Alfredo L. Fort Orla de Diez Susan Gearon Hayk Gyuzalyan 《Performance Improvement Quarterly》2006,19(1):99-116
Improving healthcare services in the developing world remains a major goal for many organizations and despite enormous training and program investments from international organizations, service improvements have been modest. This study looks at how to improve results by examining the relationship between the conditions in a healthcare providers' work environment and his or her performance. Drawing upon a human performance model that assumes that performance expectations, timely feedback, adequate environment, incentives, and skills and knowledge are required for a worker to perform well, this study explores how these conditions might affect healthcare provider performance in four countries. The study successfully shows that although multiple conditions were deficient or missing in every country, significant association is found between the performance of workers and conditions in the workers environment. Further, when viewed across all countries, non‐monetary incentives is the most powerful “predictor‘ of performance when compared with other factors. Of particular interest to Performance Improvement practitioners, knowledge and skills surfaced as important in only three of eight possible cases (with multiple cases in each country)—the least influential factor overall. 相似文献
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Lauren Cifuentes Karen L. Murphy 《Educational technology research and development : ETR & D》2000,48(1):69-83
We explored the effectiveness of distance learning and multimedia technologies in facilitating an expanded learning community
among two teachers and their students in geographically separated schools. The teachers collaboratively developed curricular
activities and identity-forming multicultural activities for their K-12 students to conduct over the distance. Predominantly
Hispanic students in a school on the Texas border with Mexico communicated regularly over a school year with diverse students
in a partner school hundreds of miles to the north. They participated in collaborative activities and shared multimedia files
via interactive videoconference. Using qualitative research methods, we discovered that the participating teachers developed
empowering multicultural relationships while their students developed multicultural understanding and positive self-concept.
Examples of empowerment and positive self-concept included raised levels of academic aspirations and heightened poise during
public speaking.
Thanks to Lucy Cifuentes, Sharon Clark, Trina Davis, and Teri Metcalf for their contributions of raw data and earlier versions
of writings about Cultural Connections. Also, thanks to Ester Gonzales and Trina Davis for permitting us to use their names
in this paper. 相似文献
86.
Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy. 相似文献
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Lauren Trimble 《Learned Publishing》2018,31(1):21-24
Key points
- Testing for accessibility after extensive changes to a website and addressing them as technical debt is unsustainable in the long term.
- To stay modern and efficient, providers of digital content to academic institutions should build accessibility into development.
- For JSTOR, working with participating institutions to understand their concerns was essential to reaching WCAG 2.0 AA conformance.
- With Artstor recently joining ITHAKA, we face the challenge of making a visual archive accessible.
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