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1.
Spencer Shannon Huczek George Muir Bradley 《Journal of Science Education and Technology》1998,7(1):31-43
A student-scientist partnership outreach program was funded by the U.S. National Aeronautics and Space Administration's Boreal Ecosystem-Atmosphere Study (BOREAS) to involve students and teachers in scientific investigations pertinent to global change research occurring within the boreal region of Canada. Boreal Forest Watch was planned, designed and piloted by an interdisciplinary group of education and science professionals from the University of New Hampshire, the Prince Albert National Park, and several schools in central Saskatchewan, Canada. A two goal approach was adopted to 1) ensure the educational significance of the program and 2) introduce scientifically valid methods for collection of research data pertinent to global change scientists. Professional educators and school administrators from Saskatchewan were recruited to assist in project planning to ensure that the proposed activities fit within the existing curriculum framework. This process was essential for successful adoption of the program by participating teachers. The process and approach of initiating Boreal Forest Watch are presented in this paper. This program became fully functional in September, 1996 with the training of several participating teachers. Perspectives of the program and its future are provided by members of the design team. Boreal Forest Watch is a unique opportunity for both Canadian students and their teachers to explore their natural environment, learn scientific methods and principles, and contribute data to the global change research community. 相似文献
2.
AbstractIn this paper we present data from one-on-one interviews conducted with students who have taken intermediate and advanced inquiry-based mathematics courses in a program that prepares future preK-8 teachers. Many of these students entered college with a fear of math, but then gained confidence from a required introductory math course and chose to pursue a major in Mathematics for Teaching. These interviews help explain their choice to pursue this major and their general experiences in IBL math classes. These insights were used to improve our program and may also help other mathematics instructors and programs that hope to implement an inquiry-based approach in their departments. 相似文献
3.
Lucy Edwards Hochstein 《Journal of Criminal Justice Education》2016,27(4):473-484
The Law Enforcement Assistance Act of 1965 prompted a nationwide movement to create and expand police education programs at colleges and universities across America. This paper details the actions of the well-established Washington State University Department of Police Science and Administration program in response to the passage of the 1965 Act. Among the actions taken, the program’s leaders responded to calls for their expert advice in setting up new programs, increased the number of undergraduates in their program to answer greater demands for college training opportunities for current and future police officers, and admitted more students to their graduate program so as to provide qualified teachers for new academic programs being created through the Act’s funding. 相似文献
4.
In many coastal areas of Japan, local fishermen manage fish and other marine resources in a sustainable manner. Such areas are referred to as Satoumi. In this study, we focused on Hinase Junior High School in Okayama Prefecture, Japan, which is implementing a proactive marine education program in collaboration with local fishermen to maintain Satoumi. We conducted semi-structured interviews with the students (n = 108; thirty-six students in each grade [seventh-, eighth-, and ninth-graders]) at Hinase Junior High School. Using the grounded theory, we identified students’ perceptions of this program as well as of the sea. The results revealed that the program appears to have changed students’ perceptions, such as recognizing the importance of the sea and eelgrass as well as their behavior such that they no longer throw waste into the sea. The higher the grade level was, the more that students felt close to and were willing to care for the sea. Our study suggests that the program has helped to develop individuals who are knowledgeable about the fishing community of Hinase, fishermen’s roles, and activities that would contribute to biodiversity conservation and who are motivated to conserve Satoumi in the future. 相似文献
5.
检测聚居地区藏族师范生对不同教学语言的兴趣，是教师合理选择教学语言从事教学活动的依据，本研究测查青海不同地区藏族师范生对教学语言的兴趣，结果表明，双语教学受到普遍欢迎，但以汉语为主的双语教学存在地区性差异，随着年级的升高而对以藏语为主的双语和单语（藏语）教学语言的兴趣有升高的趋势，对以汉语为主的双语教学语言的兴趣有下降的趋势，对单语汉语教学语言的兴趣处于平衡状态，故对藏族中师生应加强以藏语为主的双语教学。 相似文献
6.
Michele L. Simpson Cynthia R. Hynd Sherrie L. Nist Karen I. Burrell 《Educational Psychology Review》1997,9(1):39-87
Most public institutions offer some form of academic assistance to help their students adjust to the demands of college level learning tasks. Because these academic assistance efforts vary considerably, ranging from an emphasis on functional reading to an emphasis on strategic learning, it is important to describe these programs and their instructional methodologies and to review the pertinent research supporting them. After examining four critical issues confronting all academic assistance programs, the authors examined the goals, assessment procedures, salient features, and program evaluation methods of four prevalent program models: learning to learn courses, supplemental instruction, required programs for underprepared students, and integrated reading/writing courses. They concluded by outlining suggestions for future research and by listing specific questions that college students need to ask about the programs at their institutions. 相似文献
7.
ABSTRACT This paper analyzes challenges indigenous Peruvian college students face in completing their studies, based on field research that included interviews with Peruvian higher education leaders, administrators, researchers, and faculty, and a review of published research. Since 2012, the government of Peru has sponsored Beca 18, a comprehensive scholarship designed to attract and support students from underrepresented populations, namely impoverished and largely indigenous communities. While the program has provided opportunities to thousands of students from all provinces, the struggles they have mirror those of other indigenous students around the world, including discrimination, unpreparedness, and attrition. The analysis pinpoints areas in which lessons from international scholarship and success strategies with other indigenous populations may enhance the success of the Beca 18 scholarship program and the experiences of its students. It discusses the critical role higher education institutions play in developing future leaders through future identity formation. 相似文献
8.
Seungbin Oh Debbie L. Hahs‐Vaughn Bryce Hagedorn 《Counselor Education & Supervision》2019,58(4):257-277
The authors explored the pattern of change in counseling students’ (N = 373) counseling self‐efficacy (CSE) throughout their program and the influence of identifying variables. Results indicated that specific factors significantly predicted students’ initial CSE levels and the rate of CSE change. Implications for future research and counselor education programs are presented. 相似文献
9.
This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
10.
Mimi Miyoung Lee 《International journal of qualitative studies in education》2013,26(6):737-754
Based on a year‐long implementation of an international studies program in a rural middle school using videoconferencing technology, this paper focuses the international presenters' interpretation of and reaction to the program through their interaction with the students. Attention here is paid to the ways that the presenters' assumptions and beliefs affect their (re)construction of their own cultures. Some contradiction in presenters' re‐presentations can be discussed further using a distinction between the social observer and the social participant, and a categorization of roles taken by the Third‐World individuals. The presenters provided following suggestions for improving the program implementation in rural learning environments: (1) teach students about the misrepresentation and cultural stereotypes in the US media; (2) provide analogies between the program presentations and the corresponding aspects of the US culture; and (3) teach them the constructs with which the various cultures are viewed and evaluated. 相似文献
11.
Kathleen J. Roth Helen E. Garnier Catherine Chen Meike Lemmens Kathleen Schwille Nicole I.Z. Wickler 《科学教学研究杂志》2011,48(2):117-148
The Science Teachers Learning from Lesson Analysis (STeLLA) project is a videobased analysis‐of‐practice PD program aimed at improving teacher and student learning at the upper elementary level. The PD program developed and utilized two “lenses,” a Science Content Storyline Lens and a Student Thinking Lens, to help teachers analyze science teaching and learning and to improve teaching practices in this year‐long program. Participants included 48 teachers (n = 32 experimental, n = 16 control) and 1,490 students. The STeLLA program significantly improved teachers' science content knowledge and their ability to analyze science teaching. Notably, the STeLLA teachers further increased their classroom use of science teaching strategies associated with both lenses while their students increased their science content knowledge. Multi‐level HLM analyses linked higher average gains in student learning with teachers' science content knowledge, teachers' pedagogical content knowledge about student thinking, and teaching practices aimed at improving the coherence of the science content storyline. This paper highlights the importance of the science content storyline in the STeLLA program and discusses its potential significance in science teaching and professional development more broadly. © 2011 Wiley Periodicals, Inc., J Res Sci Teach 48: 117–148, 2011 相似文献
12.
Donald L. Gillian-Daniel Kenneth A. Walz 《Community College Journal of Research & Practice》2016,40(2):133-145
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others. 相似文献
13.
Efthymios Constantinides Marc C. Zinck Stagno 《Journal of Marketing for HIGHER EDUCATION》2013,23(1):7-24
The importance of social media as platforms of social interaction, communication and marketing is growing. Increasing numbers of businesses in various industries have already integrated or plan to integrate social media applications into their marketing programs. Higher education institutions show increased interest in the potential of social media as a marketing tool. Particularly important is the potential of these tools to reach and attract future students. An important issue for research is to understand how potential students use social media and what their role is in the decision making process of choosing a program of study, a University, or College. This paper identifies market segments among future students based on the use of the social media and examines the impact of the social media on the choice of a higher education program and institution. The study is based on data collected by means of a national survey among future university students in the Netherlands. Future students are pupils from the last two years of secondary education. Market segmentation was carried out based on the use of social media, by means of a cluster analysis and a factor analysis; the latter proved to be the best choice since it produced more differentiated market segments. The findings indicate the existence of three distinct segments in the population of future students in the Netherlands on the basis of social media use. Another major finding of the study is that future students are mostly interested in social interaction and information seeking when using social media, while the content contributed by this group is limited to photo and video sharing. Compared to traditional communication channels social media still play a secondary role in the students' choice. While penetration of social media is extremely high among future students, the impact of these in the choice of study and institution is relatively low compared to more traditional forms of university marketing. This paper provides university marketers with a useful insight into the developments in the market and discusses various options and opportunities for engaging social media as effective marketing tools. 相似文献
14.
Learning Environment, Interaction, Sense of Belonging and Study Success in Ethnically Diverse Student Groups 总被引：1，自引：0，他引：1
Marieke Meeuwisse Sabine E. Severiens Marise Ph. Born 《Research in higher education》2010,51(6):528-545
The purpose of this paper was to investigate a model for describing the relationships between the extent to which learning
environments are activating and students’ interaction with teachers and peers, sense of belonging, and study success. It was
tested whether this model holds true for both ethnic minority students and ethnic majority students. A total of 523 students
from four different universities completed a questionnaire. Structural equation modeling (Amos) was used to test the model.
The model that best describes the relationships in the group of ethnic minority students (N = 145) was shown to be different than the model that best fits the group of majority students (N = 378). Ethnic minority students appeared to feel at home in their educational program if they had a good formal relationship
with teachers and fellow students. Ethnic minority students’ sense of belonging to the institution nevertheless did not contribute
to their study progress. On the other hand, in majority students, informal relationships with fellow students were what led
to a sense of belonging. In these students, the sense of belonging did further academic progress. 相似文献
15.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
16.
The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students. 相似文献
17.
Steven R. Terrell Martha M. Snyder Laurie P. Dringus 《The Internet and Higher Education》2009,12(2):112-116
Student attrition from distance and limited-residency doctoral programs is significantly higher than that from traditional programs. The focus of this paper is the development and application of a survey instrument, the Doctoral Student Connectedness Scale, designed to identify students at risk of dropout. The study focused exclusively on students currently working on their dissertations with results indicating that low feelings of student-to-student and student-to-faculty connectedness in the learning environment may be predictive of departure from the program. This study supports the work of Lovitts (2001) and others who have also recognized connectedness as an integral part of the dissertation experience. Recommendations are made for addressing these issues through various initiatives that administrators, faculty, and students can support including the design and development of a doctoral student community of practice (CoP). 相似文献
18.
19.
Rudd Jennifer A. Horry Ruth Skains R. Lyle 《Journal of Science Education and Technology》2020,29(2):230-241
School students are growing up in a world with a rapidly changing climate, the effects of which will become increasingly apparent during their lifetimes. We designed and pilot tested “You and CO2”, a STEAM program designed to encourage students to reflect on their personal impact on the environment, while also appreciating their place within society to bring about positive societal change. Over three interlinked workshops, students analyzed the carbon footprints of some everyday activities, which they then explored in more detail through interacting with a bespoke piece of digital fiction, No World 4 Tomorrow. The program culminated with students producing their own digital fictions, allowing them the freedom to explore the themes from the previous workshops with a setting and focus of their choice. We reflect here on the experience of running the You and CO2 program and on the themes that emerged from the students’ original digital fictions.
相似文献20.
《Chinese Education & Society》2013,46(5):59-70
We have already conducted cross-cultural studies of mathematical thinking ability and the capacity to study the schools' mathematics curriculum of Tibetan and Han students. Our study methods and results have been discussed in detail in "Study on the Differences in the Development of Mathematical Thinking Ability of Tibetan and Han Children"1 and "Comparative Study of the Development of Mathematical Ability in Han and Tibetan Secondary School Students."2 The results of the study show that Tibetan students' mathematical thinking ability and capacity to learn the school mathematics curriculum are lower than these skills in Han students in the same locality. What produces these differences? And what are the influences affecting the development of Tibetan and Han students' ability to think mathematically? In the previous studies, we carried out preliminary analysis on school conditions, family environment, language, and other areas, but analyzing these external factors is insufficient to explain these differences. Educational circles in China and overseas have recently considered that the primary factors influencing learning activities were intelligence and nonintelligence psychological factors. Therefore we can only accurately state the reasons for the differences in mathematical ability of Tibetan and Han students by analyzing the individuals' intellectual and nonintellectual factors. There have been studies that have looked at the influences of intellectual and nonintellectual factors in students' schoolwork, but they are usually limited to the Han nationality and only deal with cross-cultural issues in their conclusions. We therefore went to Tibetan areas to carry out field-work to examine the differences in mathematical ability of Tibetan and Han students. This paper endeavors to analyze the data comprehensively in order to probe the intellectual and nonintellectual factors influencing the development of mathematical ability in Tibetan and Han students. 相似文献