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71.
John Allison 《History of education》2013,42(6):731-750
ABSTRACTWhat do secondary school students in Ontario, Canada, need to know about the world in which they live in? How did a secondary school ‘World Politics’ course that emerged in Ontario in the 1960s address this question? The ‘World Politics’ course that emerged in the 1960s clearly came about as a result of societal and educational developments. Educators in nineteenth-century Ontario felt no need for such a course. In more recent times, post-Second World War, the discipline of history underwent dramatic upheavals. The opportunities for new courses meant possibilities to reach out to new groups of students. Simultaneously, with this change, the importance of international relations in the history curriculum was reduced but this also allowed for its re-emergence elsewhere. Finally, ‘World Politics’ emerged as one of the responses to the need for an understanding of a much more complex world. 相似文献
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Natasha S. Mendoza Kimberly Bonta Philip Horn Erin Moore Allison Gibson David Simmons 《Journal of Teaching in Social Work》2013,33(4):376-391
The use of fiction and autobiography in social science course work has been shown to enhance students' learning experience. Using the novel PUSH, by Sapphire, we designed a curriculum supplement for the social work course, human behavior and the social environment (HBSE) that encourages students to integrate course content in an innovative way and enables them to apply the material to life-like situations. The HBSE supplement allows students to explore poignant and problematic issues that push them past intrapersonal and interpersonal limits. Classes are infused with energy and the critical consciousness of the students. Final projects are a systematic case study of a chosen character (or characters) in the book and are a testament to student critical thinking and creativity. Methods, assignments, and student experiences in an introductory BSW course are described. 相似文献
75.
This study examined contextual and personal factors related to the use of cognitive strategies by undergraduates. Specifically,
students’ goal orientations (intrinsic or extrinsic) and perceptions of the classroom environment (i.e., task or performance
structured) were evaluated as predictors of student use of deep or surface level cognitive strategies. Results confirmed earlier
work, which indicated intrinsic goal orientation was related to use of deep cognitive strategies and extrinsic goal orientation
was related to use of rehearsal. There was no interaction between intrinsic and extrinsic goal orientations on use of either
cognitive strategy. In addition, students’ perceptions of classroom environment were significantly correlated with students’
goal orientations. In particular, task structure of classrooms was significantly positively correlated with use of both types
of cognitive strategies. Thus, student goal orientation, perception of classroom structure, and use of cognitive strategies
appear interdependent, with intrinsic goal orientation moderating the effect of perceived classroom structure on the use of
deep cognitive strategies. Results of this study suggest the need for university instructors to be more aware of the roles
of both personal and contextual factors affecting student motivation and learning. 相似文献
76.
Lisa M. Hagermoser Sanetti Sarah Charbonneau Allison Knight Wendy S. Cochrane Molly C. M. Kulcyk Katherine E. Kraus 《Psychology in the schools》2020,57(6):901-922
Both student outcomes and treatment fidelity data are necessary to draw valid conclusions about intervention effectiveness. Reviews of the intervention outcome literature in related fields, and prior reviews of the school psychology literature, suggest that many researchers failed to report treatment fidelity data. The purpose of this study was to replicate and extend previous reviews of treatment fidelity in four school psychology journals between 2009 and 2016. Results indicate that a plurality of studies reviewed operationally defined some, but not all intervention(s). Further, the majority of studies (72.8%) include a quantitative treatment fidelity data, a 35% increase from the Sanetti, Gritter and Dobey (2011) review of these same journals. Results also indicate many studies include data on multiple dimensions of fidelity. Of the multiple dimensions, adherence is (a) the most commonly reported dimension, (b) most often reported using a single index, (c) assessed using in vivo observation, and (d) high in a majority of studies. Further, results indicate some study and design characteristics are associated with the presence of operational definitions and treatment fidelity data. 相似文献
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Cultural Studies of Science Education - This paper dialogues with Lucy Avraamidou’s theoretical contribution Science Identity as a Landscape of Becoming: Rethinking Recognition and... 相似文献
79.
AbstractUndergraduate research occurs in a variety of mathematical fields and in diverse settings, but all mentors of undergraduates face a number of common considerations. This article is a brief guide to help faculty with various levels of previous mentoring experience lead students in research projects. In particular, we discuss the issues of picking appropriate research problems, recruiting students, setting expectations, moving research forward, and helping students to communicate their work. 相似文献
80.
David Van Kleeck Gerald Langford Jimmie Lundgren Hikaru Nakano Allison Jai O'Dell Trey Shelton 《Cataloging & classification quarterly》2016,54(7):452-467
This article presents a case study of quality management for print and electronic resource metadata, summarizing problems and solutions encountered by the Cataloging and Discovery Services Department in the George A. Smathers Libraries at the University of Florida. The authors discuss national, state, and local standards for cataloging, automated and manual record enhancements for data, user feedback, and statewide consortial factors. Findings show that adherence to standards, proactive cleanup of data via manual processes and automated tools, collaboration with vendors and stakeholders, and continual assessment of workflows are key to the management of biblio-graphic data quality in consortial academic libraries. 相似文献