Teaching Community,Praxis, and Courage: A Foundations Pedagogy of Hope and Humanization     

Adam Renner 《Educational Studies A Journal of the American Educational Studies Association》2013,49(1):59-79

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Linking to the infosphere: The telecommunications in Primary Science project     

John H. Baxter  Peter F.W. Preece  Howard K. Dodd  Adam G. Dodd 《Education 3-13》2013,41(3):32-36

This article reports on the Telecommunications in Primary Science (TIPS) project. A central aim of the TIPS project was to explore the feasibility of tackling problems associated with some primary teachers' lack of confidence and competence in the physical sciences through a computer network linking together a small number of schools and a university. In the course of the project, teachers became convinced of the potential of using the Internet in the classroom and also valued the electronic delivery of pedagogical guidance.  相似文献   

Sex, Lies, and Residence Life: Delaware’s Thought Reform     

Adam Kissel 《Academic Questions》2009,22(2):181-199

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A Pilot Study of a Physical Therapy Cadaveric Anatomy Course: Assessing the Impact of Examination Format on the Learning Environment     

Dale E. Fournier  Adam M. R. Groh 《Anatomical sciences education》2021,14(3):352-360

Anatomy education continues to evolve in health professional programs as curricula shift to competency-based models and contact hours decrease. These changes in curricula may significantly alter the learning environment for students. Importantly, changes in learning environment have been shown to impact student learning strategies and well-being. It follows, then, that an investigation of students' perceptions of the learning environment is key to understand the impact of modern anatomy curriculum alterations. The current pilot study evaluated the impact of modifying examination format on the learning environment of physical therapy students participating in a human cadaveric anatomy course. Two study cohorts of first year (entry-level) physical therapy students were invited to complete a preliminary learning environment questionnaire with 13 visual analog scale items and four short answer items. One study cohort was tested with a viva (oral) practical examination, and the other, with a bell-ringer practical examination. Analysis of quantitative items revealed two significant findings: physical therapy students in the bell-ringer cohort found it was more difficult to prepare for their examination, and that they had inadequate time to respond to questions compared to the viva cohort. Analysis of qualitative items revealed distinct themes that concerned physical therapy student learning environment specific to cadaveric anatomy. These results demonstrate that examination format can influence the learning environment of physical therapy students studying cadaveric anatomy. As a result, care needs to be taken to ensure that modernized curricula align the examination format to the method of instruction and the future application of students' knowledge in clinical practice.  相似文献   

Development of Gender Typicality and Felt Pressure in European French and North African French Adolescents     

Adam J. Hoffman  Florence Dumas  Florence Loose  Annique Smeding  Beth Kurtz-Costes  Isabelle Régner 《Child development》2019,90(3):e306-e321

Trajectories of gender identity were examined from Grade 6 (M_age = 11.9 years) to Grade 9 in European French (n = 570) and North African French (n = 534) adolescents, and gender and ethnic group differences were assessed in these trajectories. In Grade 6, boys of both ethnic groups reported higher levels of gender typicality and felt pressure for gender conformity than girls. European French girls and boys and North African French girls reported decreasing gender typicality from Grade 6 to Grade 9, whereas North African French boys did not change. Felt pressure decreased among girls, did not change in European French boys, and increased in North African French boys. Ethnic and gender differences in gender identity development are discussed.  相似文献   

Reading and spelling gains following one year of Orton‐Gillingham intervention in Singaporean students with dyslexia          下载免费PDF全文

Lois Lim  Adam C. Oei 《British Journal of Special Education》2015,42(4):374-389

Despite the widespread use of Orton‐Gillingham (OG) based approaches to dyslexia remediation, empirical support documenting its effectiveness is lacking. Recently, Chia and Houghton demonstrated the effectiveness of the OG approach for remediation of dyslexia in Singapore. As a conceptual replication and extension of that research, we report results of 39 students with dyslexia aged between six and 14 years enrolled in an OG intervention programme over a period of one year in a single‐subject research (pre‐test/post‐test) design. Analyses of variance showed that students significantly improved in standardised tests of reading and spelling with moderate effect sizes (Cohen's d = 0.52–0.58). Additionally, an inverse relationship was found between students' ages when they began intervention and gains made during the intervention. Results thus indicate the effectiveness of an OG approach in remediating literacy difficulties in students with dyslexia and, taken together with previous studies, further suggest the importance of early identification and intervention.  相似文献   

Red Schoolhouse,Burning Cross: The Ku Klux Klan of the 1920s and Educational Reform     

Adam Laats 《History of education quarterly》2012,52(3):323-350

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What Are Little Learners Made of? Sugar and Spice and All Things Nice,and Leptin and TNFα and Melatonin     

Emma K. Adam 《Mind, Brain, and Education》2013,7(4):243-245

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Teaching introductory statistics to blind students     

Stephen M. Marson  Charles F. Harrington  Adam Walls 《Teaching Statistics》2013,35(1):21-25

The challenges of learning statistics, particularly distributions and their characteristics, can be potentially monumental for vision impaired and blind students. The authors provide some practical advice for teaching these students.  相似文献   

Identifying Evidence-Based Practices for Behavior: Analysis of Studies Reviewed by the What Works Clearinghouse     

Adam Scott LeRoy 《Clearing house (Menasha, Wis.)》2017,90(4):125-128

Prior concerns have been raised about the ability of schools to access evidence-based practices, however, these practices are instrumental for addressing behavior concerns. This is particularly true at the secondary level, where students are more likely to be disproportionately identified for school removal. This review investigates studies of behavior intervention programs reviewed by the What Works Clearinghouse (WWC), founded by the US Department of Education's Institute of Education Sciences. Three studies meet the WWC evidence standards for middle or high school students. The limited number of studies meeting evidence standards and the demographic samples of those studies meeting evidence standards lowers access to robust practice.  相似文献