Reconceptualizing the Elementary Science Methods Course Using a Reflection Orientation     

Sandra K. Abell  Lynn A. Bryan 《Journal of Science Teacher Education》1997,8(3):153-166

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Context and agency in educational leadership: framework for study     

Curtis Brewer  Nathern Okilwa  Bryan Duarte 《International Journal of Leadership in Education》2020,23(3):330-354

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Conditions affecting the usefulness of pre- and post-tests for assessment purposes     

Elise Boyas  Lois D. Bryan 《Assessment & Evaluation in Higher Education》2012,37(4):427-437

Interest in measuring and evaluating student learning in higher education is growing. There are many tools available to assess student learning. However, the use of such tools may be more or less appropriate under various conditions. This study provides some evidence related to the appropriate use of pre/post‐tests. The question of whether graded tests elicit a higher level of performance (better representation of actual learning gains) than ungraded post‐tests is examined. We examine whether the difficulty level of the questions asked (knowledge/comprehension vs. analysis/application) affects this difference. We test whether the student’s level in the degree programme affects this difference. Results indicate that post‐tests may not demonstrate the full level of student mastery of learning objectives and that both the difficulty level of the questions asked and the level of students in their degree programme affect the difference between graded and ungraded assessments. Some of these differences may be due to causes other than grades on the assessments. Students may have benefited from the post‐test, as a review of the material, or from additional studying between the post‐test and the final examination. Results also indicate that pre‐tests can be useful in identifying appropriate changes in course materials over time.  相似文献   

The Controversy Over Controversies: A Plea for Flexibility and for “Soft‐Directive” Teaching     

Bryan R. Warnick  D. Spencer Smith 《Educational theory》2014,64(3):227-244

A controversy rages over the question of how should controversial topics be taught. Recent work has advanced the “epistemic criterion” as the resolution to this controversy. According to the epistemic criterion, a matter should be taught as controversial when contrary views can be entertained on the matter without the views being contrary to reason. When an issue is noncontroversial, according to the epistemic criterion, the correct position can be taught “directively,” with the teacher endorsing that position. When there is a legitimate controversy, the view should be taught “nondirectively,” with the teacher remaining neutral. In response, Bryan Warnick and Spencer Smith argue that the proponents of the epistemic criterion fail to recognize the multidimensional nature of what it means to learn to be rational. Recognizing this complexity undermines the link between the epistemic status of the controversy and directiveness of one's teaching, suggesting more flexibility in how teachers approach controversial issues. It also implies the need for a new category of teaching, which Warnick and Smith call “soft‐directive” teaching.  相似文献   

Urban middle school students' reflections on authentic science inquiry     

María S. Rivera Maulucci  Bryan A. Brown  Salina T. Grey  Shayna Sullivan 《科学教学研究杂志》2014,51(9):1119-1149

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Addressing the Challenges and Needs of English-Speaking Caribbean Immigrant Students: Guidelines for School Counselors     

Stephaney Morrison  Julia Bryan 《International journal for the advancement of counseling》2014,36(4):440-449

Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment.  相似文献   

Social moderation,assessment and assuring standards for accounting graduates     

Kim Watty  Mark Freeman  Bryan Howieson  Phil Hancock  Brendan O’Connell  Paul de Lange 《Assessment & Evaluation in Higher Education》2014,39(4):461-478

Evidencing student achievement of standards is a growing imperative worldwide. Key stakeholders (including current and prospective students, government, regulators and employers) want confidence that threshold learning standards in an accounting degree have been assured. Australia’s new higher education regulatory environment requires that student achievements are benchmarked against intended programme learning outcomes, guided by published disciplinary standards and a national qualifications framework, and against other higher education providers. Here, we report on a process involving academics from 10 universities, aided by professional practitioners, to establish and equip assessors to reliably assure threshold learning standards in accounting that are nationally comparable. Importantly, we are learning more about how standards are interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we report outcomes of three multi-part calibration interventions, situated around judgements of the quality of the written communication skills exhibited in student work and their related assessment tasks. Qualitative data from 30 participants in the calibration process suggest that they perceive that the process both assists them both in developing a shared understanding of the accounting threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.  相似文献   

Turning Silence into Speech and Action: Prison Activism and the Pedagogy of Empowered Citizenship     

Stephen John Hartnett  Jennifer K. Wood  Bryan J. McCann 《传播与批判/文化研究》2013,10(4):331-352

Based on almost 50 years of combined experience as prison activists and prison teachers, the authors offer three case studies of prison activism and pedagogy in action. The first case study, by Hartnett, details the “artistry of agency” as enacted in poetry workshops in prison and in public poetry events, thus illustrating artistic communication. The second, by Wood, examines how friendship becomes political in the epistolary communication between free and imprisoned correspondents, thus addressing interpersonal communication. The third, by McCann, addresses web-based communication as a tool for advocacy for condemned prisoner/activists on Texas’s death row, and hence political communication. Taken as a whole, the three case studies celebrate different communication strategies as avenues of enlightenment and empowerment while offering powerful arguments for abolishing the prison–industrial complex.  相似文献   

Therapeutic and Material <Victim> hood: Ideology and the Struggle for Meaning in the Illinois Death Penalty Controversy     

Bryan J. McCann 《传播与批判/文化研究》2013,10(4):382-401

This article analyzes the struggle over the <victim> ideograph following former Illinois Governor George Ryan's decision to commute all state death sentences in 2003. A therapeutic rendering of the <victim> ideograph typified mainstream opposition to Ryan's move. This approach personalized the death penalty at the expense of discussing its social and political implications. In contrast, the discourse of George Ryan and his supporters offered a material <victim> hood grounded in political, historical, and economic contextualization. By performing a historical materialist critique of this dialogue, I conclude that rhetorically deploying the figure of a material <victim> is an indispensable strategy for the abolitionist movement in that it allows activists to capitalize on the ideological constraints of liberalism while maintaining an awareness of capital punishment's implications in a capitalist society.  相似文献   

A Cross-cultural Exploration of Children's Everyday Ideas: Implications for science teaching and learning     

Bryan Wee 《International Journal of Science Education》2013,35(4):609-627

Children's everyday ideas form critical foundations for science learning yet little research has been conducted to understand and legitimize these ideas, particularly from an international perspective. This paper explores children's everyday ideas about the environment across the US, Singapore and China to understand what they reveal about children's relationship to the environment and discuss its implications for science teaching and learning. A social constructivist lens guides research, and a visual methodology is used to frame children's realities. Participants' ages range from elementary to middle school, and a total of 210 children comprized mainly of Asians and Asian Americans were sampled from urban settings. Drawings are used to elicit children's everyday ideas and analyzed inductively using open coding and categorizing of data. Several categories support existing literature about how children view the environment; however, novel categories such as affect also emerged and lend new insight into the role that language, socio-cultural norms and perhaps ethnicity play in shaping children's everyday ideas. The findings imply the need for (a) a change in the role of science teachers from knowledge providers to social developers, (b) a science curriculum that is specific to learners' experiences in different socio-cultural settings, and (c) a shift away from inter-country comparisons using international science test scores.  相似文献