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Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers. 相似文献
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Incoherent English Immersion and California Proposition 227 总被引：1，自引：0，他引：1
Although during the 1997–98 academic school year, only 25% of the English Language Learners (ELLs) in elementary schools throughout California were receiving some form of bilingual education, the ramifications of the passage of Proposition 227 in June of 1998 were multiple for the teachers, interns, and children involved. The legislative language of Proposition 227 was sufficiently vague and thus created other problems. The proposition was challenged in the California state court system as soon as the ballots were counted. This constitutional challenge further clouded an already murky situation. Districts were receiving little if any clarification from the California State Department of Education in regard to the time lines for implementation of the new law. The law, itself, spoke to specific changes and curriculum, but there was no money to create the new curricular approach, time to in-service teachers in the new methodology to be utilized, or a framework and time line for implementation of the mandated changes.Because of the wording that attempted to hold teachers and administrators personally liable to civil suit for noncompliance, many districts interpreted the new law as conservatively as possible to avoid such litigation. In other districts changes were made site by site as a response of the particular administrator. This type of erratic policy implementation across large district was very demoralizing for most bilingual teachers. It also confused the parent communities. It made no sense to the average person that if a child was at School A s/he could be receiving primary language instruction while a child at School B only a mile away and in the same school district could not even ask the teacher questions in his/her home language without being told, Only speak English at school. 相似文献
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Nena Schvaneveldt Elizabeth M. Stellrecht 《Journal of the Medical Library Association》2021,109(1):52
Objective:The objective of this study was to determine the scope of experience, roles, and challenges that librarians face in participating in dental and oral health systematic and scoping reviews to inform outreach efforts to researchers and identify areas for librarian professional development.Methods:The authors developed a twenty-three-item survey based on the findings of two recent articles about health sciences librarians'' roles and challenges in conducting systematic and scoping reviews. The survey was distributed via electronic mailing lists to librarians who were likely to have participated in conducting dental systematic and scoping reviews.Results:While survey respondents reported participating in many dental reviews, they participated more commonly in systematic reviews than in scoping reviews. Also, they worked less commonly on dental and oral health reviews than on non-dental reviews. Librarian roles in dental reviews tended to follow traditional librarian roles: all respondents had participated in planning and information retrieval stages, whereas fewer respondents had participated in screening and assessing articles. The most frequently reported challenges involved the lead reviewer or review team rather than the librarians themselves, with time- and methodology-related challenges being most common.Conclusions:Although librarians might not be highly involved in dental and oral health systematic and scoping reviews, more librarian participation in these reviews, either as methodologists or information experts, may improve their reviews'' overall quality. 相似文献
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Karen T. Van Gundy Cesar J. Rebellon Eleanor M. Jaffee Nena F. Stracuzzi Erin Hiley Sharp Corinna Jenkins Tucker 《Peabody Journal of Education》2016,91(2):224-245
Late in first decade of the 2000s, the closing of pulp and paper mills in the rural northeastern United States contributed to economic decline in the region and to rising concerns about population decline due to out-migration among local emerging adults in search of occupational or educational opportunities. In this context, and drawing on a life-course framework, the present study used four waves of panel data from the population of 7th- and 11th-grade public school students in a rural northeastern U.S. county to explore whether the county unemployment rate was related to perceived local job prospects; school connectedness was related to subsequent perceived job prospects; and the effects of county unemployment and school connectedness on perceived local job prospects varied by age cohort. Initially, changes in respondents’ perceptions about local job prospects paralleled shifts in local unemployment similarly for both cohorts; yet after the older cohort respondents had completed high school, their perceived local job prospects fell sharply, while perceptions among the younger cohort respondents, who were still in high school, remained stable. Among the older cohort respondents only, school connectedness was associated with subsequent positive perceptions about local job prospects net of relevant controls. Same-age cohort comparisons, evaluated when each cohort was in 12th-grade, showed no differences in the short-term effects of school connectedness on perceived local job prospects, despite variations in the age-linked timing of the most dramatic rise in unemployment during the study. The results highlight the lasting importance of school connectedness for teens raised in struggling rural economies. 相似文献
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