排序方式： 共有12条查询结果，搜索用时 15 毫秒
1.
Joan I. Heller Kirsten R. Daehler Nicole Wong Mayumi Shinohara Luke W. Miratrix 《科学教学研究杂志》2012,49(3):333-362
To identify links among professional development, teacher knowledge, practice, and student achievement, researchers have called for study designs that allow causal inferences and that examine relationships among features of interventions and multiple outcomes. In a randomized experiment implemented in six states with over 270 elementary teachers and 7,000 students, this project compared three related but systematically varied teacher interventions—Teaching Cases, Looking at Student Work, and Metacognitive Analysis—along with no‐treatment controls. The three courses contained identical science content components, but differed in the ways they incorporated analysis of learner thinking and of teaching, making it possible to measure effects of these features on teacher and student outcomes. Interventions were delivered by staff developers trained to lead the teacher courses in their regions. Each course improved teachers' and students' scores on selected‐response science tests well beyond those of controls, and effects were maintained a year later. Student achievement also improved significantly for English language learners in both the study year and follow‐up, and treatment effects did not differ based on sex or race/ethnicity. However, only Teaching Cases and Looking at Student Work courses improved the accuracy and completeness of students' written justifications of test answers in the follow‐up, and only Teaching Cases had sustained effects on teachers' written justifications. Thus, the content component in common across the three courses had powerful effects on teachers' and students' ability to choose correct test answers, but their ability to explain why answers were correct only improved when the professional development incorporated analysis of student conceptual understandings and implications for instruction; metacognitive analysis of teachers' own learning did not improve student justifications either year. Findings suggest investing in professional development that integrates content learning with analysis of student learning and teaching rather than advanced content or teacher metacognition alone. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 333–362, 2012 相似文献
2.
The Chinese Kindergarten in Its Adolescence 总被引：1，自引：0，他引：1
3.
Sumi Hagiwara Maria S. Rivera Maulucci S. Lizette Ramos 《Cultural Studies of Science Education》2011,6(4):999-1018
This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature
article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that
take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies
that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student
self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple
individual and shared components, such as identity and social interaction within the classroom and school. We close with a
call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development
experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate
the unique cultural features of their classrooms and foster student self-efficacy. 相似文献
4.
5.
6.
Angela Calabrese Barton Pamela D. Koch Isobel R. Contento Sumi Hagiwara 《International Journal of Science Education》2013,35(10):1163-1186
The purpose of this paper is to report our findings from a qualitative study intended to develop our understandings of: what high‐poverty urban children understand and believe about food and food systems; and how such children transform and use that knowledge in their everyday lives (i.e. how do they express their scientific literacies including content understandings, process understandings, habits of mind in these content areas). This qualitative study is part of a larger study focused on understanding and developing science and nutritional literacies among high‐poverty urban fourth‐grade through sixth‐grade students and their teachers and caregivers. 相似文献
7.
volume contents
Volume XXXIV, 2004 相似文献8.
Sumi Hagiwara Angela Calabrese Barton Isobel Contento 《Cultural Studies of Science Education》2007,2(2):475-515
The article explores the role of immigrant parents in middle school science as both teachers and learners as part of an urban
middle school curriculum, the Linking in Food and the Environment (LiFE) program. The curriculum engaged parents as partners
with science teachers to teach science through food. Over a 2-year period, parents attended a series of bilingual workshops,
collaborated with classroom teachers, managed activities, guided student inquiry, and assisted in classroom management. The
following study analyzes the role of culture, language, and identity as four mothers navigated their position as ‘insiders’
in a science classroom.
相似文献
| Sumi HagiwaraEmail: |
9.
U. Rajendra Acharya Yuki Hagiwara Vidya K. Sudarshan Wai Yee Chan Kwan Hoong Ng 《Journal of Zhejiang University. Science. B》2018,19(1):6-24
Radiology (imaging) and imaging-guided interventions, which provide multi-parametric morphologic and functional information, are playing an increasingly significant role in precision medicine. Radiologists are trained to understand the imaging phenotypes, transcribe those observations (phenotypes) to correlate with underlying diseases and to characterize the images. However, in order to understand and characterize the molecular phenotype (to obtain genomic information) of solid heterogeneous tumours, the advanced sequencing of those tissues using biopsy is required. Thus, radiologists image the tissues from various views and angles in order to have the complete image phenotypes, thereby acquiring a huge amount of data. Deriving meaningful details from all these radiological data becomes challenging and raises the big data issues. Therefore, interest in the application of radiomics has been growing in recent years as it has the potential to provide significant interpretive and predictive information for decision support. Radiomics is a combination of conventional computer-aided diagnosis, deep learning methods, and human skills, and thus can be used for quantitative characterization of tumour phenotypes. This paper discusses the overview of radiomics workflow, the results of various radiomics-based studies conducted using various radiological images such as computed tomography (CT), magnetic resonance imaging (MRI), and positron-emission tomography (PET), the challenges we are facing, and the potential contribution of radiomics towards precision medicine. 相似文献
10.