The PHILCOM Division of the ICA as Seen from the Margins by a Formerly Fem-us Rebellious Ragamuffin: A Personal Reflection     

Brenda Dervin 《The Communication Review》2013,16(4):415-419

Brenda Dervin was president of The International Communication Association from 1985–86. This essay is her personal recollection as a participant on the margins and a witness of the founding of the organization's Philosophy of Communication Division, the first of the divisions in ICA which broke with the then normative attentions of that association to quantitative bench science.  相似文献   

Mix and match? Further and higher education links in post-devolution Scotland     

Mike Osborne  Martin Cloonan  Brenda Morgan-Klein  Catriona Loots 《International Journal of Lifelong Education》2013,32(3):236-252

This article examines the links between Further Education (FE) and Higher Education (HE) at the time when the power to determine Scottish educational policy was being devolved to the new Scottish Parliament. It examines the educational context in which elections to the new Parliament took place especially questions of access and provision. Events following the elections, where educational policy became a key issue, are then outlined. We conclude by speculating about the future of FE-HE links in post-devolution Scotland.  相似文献   

Puppets Promoting Engagement and Talk in Science     

Shirley Simon  Stuart Naylor  Brenda Keogh  Jane Maloney  Brigid Downing 《International Journal of Science Education》2013,35(9):1229-1248

Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective.  相似文献   

The Anatomy of Disruption: a preliminary consideration of interaction sequences within disruptive incidents     

William Ll. Parry‐Jones  Brenda M. Gay 《牛津教育评论》2013,39(3):213-220

Abstract

This paper deals with teacher training procedures in West Germany. It reports on observations carried out inSeminare and in schools, and provides an analysis of the principles underlying the construction of lesson plans, and of those informing teacher education in a more general sense.  相似文献   

Aspirations,education and inequality in England: insights from the Effective Provision of Pre-school,Primary and Secondary Education Project     

Will Baker  Pam Sammons  Iram Siraj-Blatchford  Kathy Sylva  Edward C. Melhuish  Brenda Taggart 《牛津教育评论》2013,39(5):525-542

Educational and occupational aspirations have become an important reference point in policy debates about educational inequality. Low aspirations are presented as a major barrier to closing educational attainment gaps and increasing levels of social mobility. Our paper contributes to this on-going debate by presenting data on the educational aspirations of students from the Effective Provision of Pre-School, Primary and Secondary Education Project in England. We analyse factors that help predict students holding high aspirations. Our findings reveal generally high aspirations across all students but also differences by income group and other background factors. We evaluate the significance of these findings for the existing literature and public policy discussions about the importance of raising educational aspirations. In particular, we question the way in which low aspirations are framed by policy-makers as a major problem in debates around educational inequality.  相似文献   

Snakes and Eels and Dogs! Oh, My! Evaluating High School Students’ Tree-Thinking Skills: An Entry Point to Understanding Evolution     

Kefyn M. Catley  Brenda C. Phillips  Laura R. Novick 《Research in Science Education》2013,43(6):2327-2348

The biological community is currently undertaking one its greatest scientific endeavours, that of constructing the Tree of Life, a phylogeny intended to be an evidenced-based, predictive road map of evolutionary relationships among Earth’s biota. Unfortunately, we know very little about how such diagrams are understood, interpreted, or used as inferential tools by students—collectively referred to as tree thinking. The present study provides the first in-depth look at US high school students’ competence at tree thinking and reports how they engage cognitively with tree representations as a precursor to developing curricula that will provide an entry point into macroevolution. Sixty tenth graders completed a 12-question instrument that assessed five basic tree-thinking skills. We present data that show patterns of misunderstandings are largely congruent between tenth graders and undergraduates and identify competences that are pivotal to address during instruction. Two general principles that emerge from this study are: (a) Students need to be taught that cladograms are an authoritative source of evidence that should be weighted more than other superficial or ecological similarities; (b) students need to understand the vital importance and critical difference between most recent common ancestry and common ancestry. Further, we show how the objectives of this study are closely aligned with US and International Standards and argue that scientifically-literate citizens need at least a basic understanding of the science behind the Tree of Life to understand and engage in twenty-first century societal issues such as human health, agriculture, and biotechnology.  相似文献   

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching     

M. Jenice Goldston  John Dantzler  Jeanelle Day  Brenda Webb 《Journal of Science Teacher Education》2013,24(3):527-551

This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual’s skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument’s development, an exploratory factor analysis on a fifteen-item 5E ILP instrument revealed only three factor loadings instead of the expected five factors, which led to its subsequent revision. Modifications in the original instrument led to a revised 5E ILPv2 instrument comprised of twenty-one items. This instrument, like its precursor, has a scoring scale that ranges from zero to four points per item. Content validity of the 5E ILPv2 was determined through the expertise of a panel of science educators. Over the course of five semesters, three elementary science methods instructors in three different universities collected post lesson plan data from 224 pre-service teachers enrolled in their courses. Each instructor scored their students’ post 5E inquiry lesson plans using the 5E ILPv2 instrument recording a score for each item on the instrument. A factor analysis with maximum likelihood extraction and promax oblique rotation provided evidence of construct validity for five factors and explained 85.5 % of the variability in the total instrument. All items loaded with their theoretical factors exhibiting high ordinal alpha reliability estimates of .94, .99, .96, .97, and .95 for the engage, explore, explain, elaborate, and evaluate subscales respectively. The total instrument reliability estimate was 0.98 indicating strong evidence of total scale reliability.  相似文献   

Inclusive directions: The role of the Chief Diversity Officer in community college leadership     

Brenda E. Avilés 《Community College Journal of Research & Practice》2013,37(12):938-939

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Prosodic and syntactic functions of punctuation: A contribution to the study of orality and literacy     

Robert J. Scholes  Brenda J. Willis 《Interchange》1990,21(3):13-20

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Community partnerships for health information training: medical librarians working with health-care professionals and consumers in Tennessee     

Stephenson PL  Green BF  Wallace RL  Earl MF  Orick JT  Taylor MV 《Health information and libraries journal》2004,21(Z1):20-26

In Tennessee, several medical library outreach projects have involved collaborative work with health-care professionals, public librarians, consumers, faith-based organizations and community service agencies. The authors are medical librarians who worked as consultants, trainers and project directors to promote health literacy using PubMed medline and other health information resources in the several funding projects described here. We explain the programmes briefly, focusing on lessons learned and suggestions for those who follow us.  相似文献