Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity     

Firetto  Carla M.  Murphy  P. Karen  Greene  Jeffrey A.  Li  Mengyi  Wei  Liwei  Montalbano  Cristin  Hendrick  Brendan  Croninger  Rachel M. V. 《Instructional Science》2019,47(2):181-214

Instructional Science - Effective interventions are needed to bolster students’ argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to...  相似文献   

中美四年级小学生数学学习的比较研究     

蔡晓领  顾海根  Carla Stevens  叶仁敏 《外国中小学教育》2007,61(10):24-29

采用问卷调查法,调查了一万多名美国和中国上海的四年级小学生的数学学习情况,通过卡方检验分析了两国小学生在数学学习的自我评价、数学学习兴趣、课堂活动内容、课堂学习方式和态度等方面的差异。分析这些差异产生的原因和影响,并讨论了我国数学基础教育应采取的对策。  相似文献   

Scripted Play as a Language Intervention Strategy for Preschoolers with Developmental Disabilities     

Phyllis Miles Neeley  Richard A. Neeley  Joseph E. Justen III  Carla Tipton-Sumner 《Early Childhood Education Journal》2001,28(4):243-246

  相似文献   

Current Status of Ethnic Minority Counselor Educators in the United States     

Carla Bradley  Cheryl Holcomb-McCoy 《International journal for the advancement of counseling》2002,24(3):183-192

Recruitment and retention of ethnic minorityfaculty is a challenge facing professionals inhigher education across the country. Issuesrelated to finding and keeping ethnic minoritycounselor educators continue to stimulateresearch interest in barriers to education andcareer development as well as in improvingmulticultural competencies of all counselors.This article reports data from a nationalsurvey of research, teaching, and serviceactivities of ethnic minority counseloreducators. Results indicated that the majorityof faculty of color were untenured and at theassistant professor level. Findings alsorevealed that a small number of ethnic minorityfaculty were asked to collaborate withcolleagues on referred publications.Implications for the counseling profession arealso presented.  相似文献   

How do apes ape?     

Whiten A  Horner V  Litchfield CA  Marshall-Pescini S 《Learning & behavior》2004,32(1):36-52

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives.  相似文献   

A study of the effect of sustained,whole‐school professional development on student achievement in science     

Carla C. Johnson  Jane Butler Kahle  Jamison D. Fargo 《科学教学研究杂志》2007,44(6):775-786

This longitudinal study of middle school science teachers explored the relationship, if any, between teacher participation in whole‐school, sustained, collaborative professional development and student achievement in science. Eleven teachers from Glendale Middle School participated in the Discovery Model Schools Initiative 2‐week summer institute, followed by monthly release day professional development sessions focused on implementing instruction outlined in the National Science Education Standards. Student achievement was assessed using the Discovery Inquiry Test in Science. The same students completed the test in grades 6–8. Students of teachers at Glendale Middle School significantly outperformed students at the control school. Findings in this study revealed the positive impact that whole‐school, sustained, collaborative professional development programs have on student achievement, indicating that programs of this nature could be a means to narrowing or eliminating achievement gaps in science. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 775–786, 2007  相似文献   

Threats of violence in schools: The Dallas independent school district's response     

Kim Ryan‐Arredondo  Kristin Renouf  Carla Egyad  Meridith Doxey  Maria Dobbins  Serafin Sanchez  Bert Rakowitz 《Psychology in the schools》2001,38(2):185-196

School violence has become a primary concern for parents, students, school personnel, and the public. As a result, educators are searching for methods to prevent violent acts perpetrated by youth. Dallas Public Schools developed procedures for assessing the potential for violence among children who express intent to harm others. The Dallas Violence Risk Assessment (DVRA) was developed to evaluate students who have made verbal or written threats of violence and to assist school staff in determining appropriate intervention strategies. This article describes the development of the DVRA, and presents case studies utilizing the DVRA procedures. Challenges and implications of the use of the DVRA are also discussed. © 2001 John Wiley & Sons, Inc.  相似文献   

Confronting gender inequality in a business school     

Amanda Reilly  Deborah Jones  Carla Rey Vasquez  Jayne Krisjanous 《高等教育研究与发展》2016,35(5):1025-1038

This study, set in a New Zealand Business School, takes an integrative view of the university as an ‘inequality regime’ Acker, J. (2006b Acker, J. (2006a). The gender regime of Swedish banks. Scandinavian Journal of Management, 22 (2), 195–209. doi: 10.1016/j.scaman.2006.10.004[Crossref] , [Google Scholar]). Inequality regimes: Gender, class and race in organizations. Gender and Society, 20(4), 441–464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly ‘chilly climate’ for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a ‘chilly climate’, and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the ‘visibility of inequality’, the ‘legitimacy of inequality’ and ‘mechanisms of control and compliance’. We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of ‘gender fatigue’.  相似文献   

The Book That Franklin Never Wrote     

Carla Mulford 《Metascience》2008,17(3):475-479

  相似文献   

Dry Skulls and Cone Beam Computed Tomography (CBCT) for Teaching Orofacial Bone Anatomy to Undergraduate Dental Students     

Fabio Savoldi  Andy W. K. Yeung  Ray Tanaka  Lisa S. Mohammad Zadeh  Carla Montalvao  Michael M. Bornstein  James K. H. Tsoi 《Anatomical sciences education》2021,14(1):62-70

Learning bone anatomy of the skull is a complex topic involving three-dimensional information. The impact of the use of human dry skulls and cone beam computed tomography (CBCT) imaging was investigated in the teaching of undergraduate dental students. Sixty-four first-year students in the University of Hong Kong were randomly divided into eight groups. Four teaching methods were tested: (1) CBCT followed by standard lecture, (2) CBCT followed by lecture with skulls, (3) standard lecture followed by CBCT, and (4) lecture with skulls followed by CBCT. After each, students were given a multiple-choice questionnaire to assess their objective learning outcome (20 questions) and a questionnaire for their subjective satisfaction (10 statements). Surveys were assessed with Cronbach's alpha, Kendall's tau-b, and principal components analysis. Data were analyzed with Student's t-test and a one-way ANOVA (significance α = 0.05). Standard lecture followed by CBCT showed the highest learning outcome score (81.6% ± 14.1%), but no significant difference was present among four teaching methods. Cone beam computed tomography followed by lecture with skulls scored the highest overall subjective satisfaction (4.9 ± 0.8 out of 6), but no significant difference was present among teaching methods. Nevertheless, students' perception of learning was positively influenced by the use of skulls (P = 0.018). The timing of administration of the CBCT did not affect students' subjective satisfaction or objective learning outcome. Students perceived to learn more by using skulls, but their objective learning outcomes were not significantly affected. A discrepancy seems to exist between students' perception of learning and their effective performance.  相似文献