Information literacy in science writing: how students find,identify, and use scientific literature     

Kristin M. Klucevsek  Allison B. Brungard 《International Journal of Science Education》2016,38(17):2573-2595

For undergraduate students to achieve science literacy, they must first develop information literacy skils. These skills align with Information Literacy Standards and include determining appropriate databases, distinguishing among resource types, and citing resources ethically. To effectively improve information literacy and science literacy, we must identify how students interact with authentic scientific texts. In this case study, we addressed this aim by embedding a science librarian into a science writing course, where students wrote a literature review on a research topic of their choice. Library instruction was further integrated through the use of an online guide and outside assistance. To evaluate the evolution of information literacy in our students and provide evidence of student practices, we used task-scaffolded writing assessments, a reflection, and surveys. We found that students improved their ability and confidence in finding research articles using discipline-specific databases as well as their ability to distinguish primary from secondary research articles. We also identified ways students improperly used and cited resources in their writing assignments. While our results reveal a better understanding of how students find and approach scientific research articles, additional research is needed to develop effective strategies to improve long-term information literacy in the sciences.  相似文献   

Computers on wheels: an alternative to 'each one has one'   总被引：1，自引：0，他引：1  

Michael M. Grant  Steven M. Ross  Weiping Wang  Allison Potter 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(6):1017-1034

Four fifth‐grade classrooms embarked on a modified ubiquitous computing initiative in the fall of 2003. Two 15‐computer wireless laptop carts were shared among the four classrooms in an effort to integrate technology across the curriculum and affect change in student learning and teacher pedagogy. This initiative—in contrast to other one‐to‐one programmemess and stationary labs—offers public schools alternatives to budget constraints and instructional‐space overhead. Results indicate positive teacher technology competence and confidence, as well as instructional strategies that were student‐centred made meaningful uses of technology. Teacher technological knowledge and efficacy, pedagogical knowledge, and a supportive school community seem to be strong indicators for impacting technology integration in this context.  相似文献   

Co-mentoring: The Iterative Process of Learning about Self and “Becoming” Leaders     

Valerie A. Allison  Laurie A. Ramirez 《Studying Teacher Education》2016,12(1):3-19

Two pre-tenured faculty members at dissimilar institutions found themselves in similar positions – both were assigned to administrative positions that they did not seek. This self-study is an investigation of their processes of becoming leaders and how they aligned and/or conflicted with their espoused beliefs. A review of the literature that guided them is also included. Throughout the process, the two served as co-mentors for each other as they navigated the unfamiliar territory of educational leadership at the university level. Together, they strove to remain committed to shared ideals of democratic practice, transparency, and collaboration. As evidenced in the data, tensions existed as they learned and performed their new roles. Administrative duties and their enactment at times conflicted with their ideals of effective leadership. Electronic journals kept throughout the process were the main data source, which they then revisited to chart their own and each other’s learning and growth while leading. Looking back at their progression, they were able to identify four iterative phases in their development: forming, storming, norming, and performing. Discussions of each phase, with examples, are focal points of the study. The co-mentoring model is one that, while not typically or formally used, was shown to be effective for these two new leaders. Leading each other’s learning helped them align ideals of leading (in teaching and scholarship) with traditional ideas of administration (management tasks and leadership enactments). This study provides clear recommendations for new leaders and those who support them in becoming leaders.  相似文献   

Commentary. Encouraging performance professionals to welcome knowledge management     

Allison Rossett  Jill Funderburg Donello 《Performance Improvement》2001,40(6):7-15

  相似文献   

Teachers' knowledge and misperceptions of Attention‐Deficit/hyperactivity disorder     

Mark J. Sciutto  Mark D. Terjesen  Allison S. Bender Frank 《Psychology in the schools》2000,37(2):115-122

The present study examined teachers' knowledge and misperceptions of ADHD within three specific content areas: symptoms/diagnosis, treatment, and general information (e.g., course, prevalence). One hundred and forty‐nine elementary school teachers completed the Knowledge of Attention Deficit Disorders Scale (KADDS), a new instrument designed to measure specific areas of knowledge about ADHD. Teachers' scores on the symptoms/diagnosis subscale of the KADDS were significantly greater than scores on both the treatment and general information subscales. Teacher self‐efficacy, prior exposure to an ADHD child, and years of teaching experience were all positively related to ADHD knowledge. Analysis of individual KADDS items was conducted to differentiate concepts that teachers did not know from those concepts that they believed incorrectly (i.e., misconceptions). © 2000 John Wiley & Sons, Inc.  相似文献   

Perceived Effects of Scholarships on STEM Majors’ Commitment to Teaching in High Need Schools     

Pey-Yan Liou  Allison Kirchhoff  Frances Lawrenz 《Journal of Science Teacher Education》2010,21(4):451-470

This study examines the Noyce Program, which provides scholarships for STEM majors in return for teaching in high need schools. The perceptions of 555 scholarship recipients were investigated using hierarchical cluster analysis, confirmatory factor analysis, and Rasch analysis to determine how the scholarship influenced their commitments to teaching in high need schools. The analyses indicated that recipients perceived the scholarship in two ways: it influenced their commitment to complete their certification program and to teach in high need schools. Implications for teacher education programs include that recruitment strategies should identify candidates who are committed to teaching in high need schools and programs should provide experiences to encourage this commitment not just to become certified.  相似文献   

Ben Levin: How to change 5000 schools: A practical and positive approach for leading change at every level
Harvard Education Press, Cambridge, MA, 2008     

Allison Skerrett 《Journal of Educational Change》2010,11(2):177-181

  相似文献   

Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth   总被引：2，自引：0，他引：2  

Bridget K. Hamre  Laura M. Justice  Robert C. Pianta  Carolyn Kilday  Beverly Sweeney  Jason T. Downer  Allison Leach 《Early childhood research quarterly》2010

There is surprisingly little empirical research examining issues of fidelity of implementation within the early childhood education literature. In the MyTeachingPartner project, 154 teachers were provided with materials to implement a supplemental classroom curriculum addressing six aspects of literacy and language development. The present study examines the degree of variability in three aspects of implementation fidelity – dosage, adherence, and quality of delivery – and whether these components of fidelity were associated with children's growth in language and literacy skills across the preschool year. Findings indicate that teachers reported using the curriculum fairly often (dosage) and that they were observed to generally follow curricular lesson plans (adherence). In contrast, the quality of delivery, defined as the use of evidence-based teacher–child interactions for teaching literacy and language, was much lower. Children in classrooms in which activities were observed to last for longer (dosage) and in which teachers exhibited higher quality of delivery of literacy lessons made significantly greater gains in early literacy skills across the preschool year. Also, teachers’ use of higher quality language interactions was associated with gains for children who did not speak English at home. Results have implications for teacher professional development and the supports provided to ensure that curricula are delivered most effectively.  相似文献   

Dress for fit: An exploration of female activewear consumption     

Xiaochen Zhou  Clare Hanlon  Jonathan Robertson  Ramon Spaaij  Hans Westerbeek  Allison Hossack  Daniel C. Funk 《Sport Management Review》2018,21(4):403-415

While the female activewear market is growing rapidly, research on activewear consumption and female consumers is lagging. Existing researchers have failed to produce an in-depth understanding of female consumers’ perceptions of activewear, thereby providing limited insights for the activewear industry. Drawing upon brand association theory and the functional, expressive, and aesthetic model, the authors identify important attributes of activewear brands and how attributes lead to benefits pursued by female activewear consumers. Focus groups were conducted with 72 female activewear consumers in Australia. Findings reveal three product-related attributes (functional design, colour, and size and fit) and two non-product-related attributes (price and model imagery) influence the fulfillment of four benefits (mood enhancement, exercise facilitation, healthy and active lifestyle, and physical fit body image). This research contributes theoretical and empirical knowledge about activewear consumption and the vertical structure of brand associations. Findings of this research can help activewear brands deliver benefits to female consumers through improved product designs and marketing strategies.  相似文献   

The relationship between university students’ environmental identity,decision-making process,and behavior     

Allison Freed 《Environmental Education Research》2018,24(3):474-475

Environmental education scholars have argued for the need to focus on identity as a more predictive factor than attitude of individuals’ environmental behavior. We examine individuals’ decision-making as a mediating process between identity and behavior. University undergraduates (N = 299) were surveyed, with a select sub-sample interviewed. As expected, environmental identity was correlated with pro-environment behavior (recycling). However, students with lower pro-environmental identity also recycled regularly. Similarly, analysis of decision-making revealed most students, regardless of their environmental identity, do not think much when recycling. Environmental structures such as presence of recycling bins surfaced as a powerful influence on pro-environment behavior.  相似文献