Multicultural Education: Tough Conversations,Questions, and Realities     

April D. Jordan 《Multicultural Perspectives》2016,18(1):57-61

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The learning environment in clicker classrooms: student processes of learning and involvement in large university‐level courses using student response systems     

April R. Trees 《Learning, Media and Technology》2007,32(1):21-40

To explore what social and educational infrastructure is needed to support classroom use of student response systems (Roschelle et al., 2004 Roschelle, J., Penuel, W. R. and Abrahamson, L. 2004. “The networked classroom”. In Educational Leadership 6150–54.  [Google Scholar]), this study investigated the ways in which student characteristics and course design choices were related to students’ assessments of the contribution of clicker use to their learning and involvement in the classroom. Survey responses of over 1500 undergraduates enrolled in seven large enrollment ‘clicker courses’ offered by three university departments are analyzed. A number of factors contribute to students’ positive perception of clickers: a desire to be involved and engaged, a view that traditional lecture styles are not best, valuing of feedback, class standing, previous experience with lecture courses, anticipated course performance, and amount of clicker use in the classroom. These results underscore the importance of considering social and communication elements of the classroom when adopting student response technology.  相似文献   

Reducing Risk for Substance Use by Economically Disadvantaged Young Men: Positive Family Environments and Pathways to Educational Attainment          下载免费PDF全文

Monica J. Martin  Rand D. Conger  Stephanie L. Sitnick  April S. Masarik  Erika E. Forbes  Daniel S. Shaw 《Child development》2015,86(6):1719-1737

Using prospective, longitudinal data spanning 10 years (age = 10–20) from a study of 295 economically disadvantaged males, the current investigation evaluated a developmental model that links early family environment and later educational aspirations, extracurricular activities, and educational attainment to substance use in early adulthood. The results indicate that a positive family environment during adolescence (low family conflict, high family warmth, and effective child management) predicted educational involvements during adolescence that promoted educational attainment during early adulthood. Finally, higher levels of educational attainment were associated with less substance use in early adulthood, even after controlling for adolescent substance use. These findings suggest that positive parenting promotes educational achievements that increase resilience to substance use for economically disadvantaged males.  相似文献   

Science in Action: How Middle School Students Are Changing Their World Through STEM Service-Learning Projects     

Jane L. Newman  John Dantzler  April N. Coleman 《理论付诸实践》2015,54(1):47-54

The purpose of Science in Action (SIA) was to examine the relationship between implementing quality science, technology, engineering, and math (STEM) service-learning (SL) projects and the effect on students' academic engagement in middle school science, civic responsibility, and resilience to at-risk behaviors. The innovative project funded by the Corporation for National and Community Service (CNCS) included 6,000+ middle school at-risk students (eligible for at least 50% free or reduced-cost lunch), 126 science teachers who integrated STEM problem-based SL pedagogy into science instruction to teach students to solve real problems in schools and communities. The project involved 20 schools and communities with assistance from 120 community partners. Participants completed pre- and post-SL surveys on academic engagement, civic responsibility, and resilience; qualitative data were collected from journals, interviews, focus groups, observations, and field notes. Results highlight exemplary SL projects that demonstrated increased student academic engagement and achievement for students living in high poverty areas with potential at-risk behavior. Implications for future research and educational practices are discussed.  相似文献   

Benefits of practicing 4 = 2 + 2: nontraditional problem formats facilitate children's understanding of mathematical equivalence     

McNeil NM  Fyfe ER  Petersen LA  Dunwiddie AE  Brletic-Shipley H 《Child development》2011,82(5):1620-1633

This study examined whether practice with arithmetic problems presented in a nontraditional problem format improves understanding of mathematical equivalence. Children (M age = 8;0; N = 90) were randomly assigned to practice addition in one of three conditions: (a) traditional, in which problems were presented in the traditional "operations on left side" format (e.g., 9 + 8 = 17); (b) nontraditional, in which problems were presented in a nontraditional format (e.g., 17 = 9 + 8); or (c) no extra practice. Children developed a better understanding of mathematical equivalence after receiving nontraditional practice than after receiving traditional practice or no extra practice. Results suggest that minor differences in early input can yield substantial differences in children's understanding of fundamental concepts.  相似文献   

The Effects of a Preengineering Project-based Learning Curriculum on Self-efficacy Among Community College Students     

Soko S. Starobin  Yu “April” Chen  Aurelia Kollasch  Tushi Baul  Frankie Santos Laanan 《Community College Journal of Research & Practice》2014,38(2-3):131-143

Using statewide survey study data collected from more than 5,000 community college students, this study examined the impact of a preengineering curriculum on students' self-efficacy level after they entered rural community colleges. Project Lead The Way (PLTW), is a project-based learning curriculum for middle and high school students that strives to create a path to college and career success in STEM-related fields. In this article, the authors focused on comparing the probability of rating high self-efficacy among 86 community college students who participated in PLTW with students with no PLTW experience. The findings indicated that PLTW students have significantly lower probability of rating high self-efficacy compared to their non-PLTW counterparts. It might be that PLTW students rated their self-efficacy by comparing with a group of their close peers, who might be a group of academically high-ability students. This study provides implications for the unique, perhaps unintentional, peer effects of the project-based learning curriculum on the self-rating of students' self-efficacy. The findings highlighted the secondary-postsecondary nexus on STEM education, especially the importance of secondary programs that could positively influence the STEM educational pathways for community college students.  相似文献   

Fourth-grade students' motivational changes in an elementary physical education running program     

Xiang P  McBride RE  Bruene A 《Research quarterly for exercise and sport》2006,77(2):195-207

Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education.  相似文献   

Peer education in the commons: a new approach to reference services     

Neal RE  Ajamie LF  Harmon KD  Kellerby CD  Schweikhard AJ 《Medical reference services quarterly》2010,29(4):405-413

In planning for a new library construction project for the University of Oklahoma-Tulsa, graduate students enrolled in the University of Oklahoma (OU) School of Library and Information Studies collaborated in an innovative effort to develop a commons-based reference service. By first considering a philosophical approach to the need for a commons, blending in the experiences of other libraries that have created similar spaces, and focusing on the workflow issues likely to be encountered by the graduate assistants staffing the commons itself, this planning team developed an uncommon peer-to-peer approach to reference and education services, one focused on the patron as student.  相似文献   

Teaching and evaluating instructor effectiveness using the instructor effectiveness questionnaire and the instructor effectiveness check sheet combination     

Maurice L Phipps  Aya Hayashi  April Lewandowski  Allison H Padgett 《Journal of Adventure Education & Outdoor Learning》2013,13(1):51-65

Abstract

This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made — even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so obvious needed changes and attention to individuals in the group. The article gives an example where the instruments were used to teach instructors about different pedagogical constructs, describes further research using the instruments at the Nantahala Outdoor Center, USA, and describes a case study on a wilderness education group that illustrated improvement in effective teaching.  相似文献   

How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation     

Henderson  J. Bryan  Zillmer  Nicole  Holton  April  Weiner  Steven  Greenwald  Eric  Goss  Megan  Lopez  M. Lisette  Morales  Christina  Pearson  P. David  McNeill  Katherine L. 《Journal of Science Education and Technology》2021,30(6):803-815

Journal of Science Education and Technology - We present lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence...  相似文献