Factors Affecting the Successful Implementation of a Common Assignment for First-Year Composition Information Literacy     

Felicia Palsson  Carrie L. McDade 《College & Undergraduate Libraries》2014,21(2):193-209

This article describes a two-year pilot program in which instruction librarians introduced a common assignment to measure information literacy in freshman composition courses. The resultant artifacts showed discrepancies between course sections and indicated the need to design an assignment collaboratively with instructors from the ground up. The process revealed nuances of collaboration, and it exposed assumptions about sharing learning goals across multiple sections of a course taught by a diverse group of instructors. Although the first year of the pilot did not result in usable data, it revealed key factors for success in programmatic assessment that we were able to implement in the second year, resulting in a much stronger leadership role for the library.  相似文献   

Getting Students Outside: Using Technology as a Way to Stimulate Engagement     

Carrie J. Boyce  Chandrani Mishra  Kristy L. Halverson  Aimée K. Thomas 《Journal of Science Education and Technology》2014,23(6):815-826

Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.  相似文献   

Effects of Parent Implemented Visual Schedule Routines for African American Children with ASD in Low-Income Home Settings     

Samantha E. Goldman  Carrie A. Glover  Blair P. Lloyd  Erin E. Barton  Maria P. Mello 《Exceptionality》2018,26(3):162-175

Low-income, minority families are underrepresented in the literature on parent training for school-aged children with autism spectrum disorder (ASD). Although the use of visual supports, such as visual schedules, is considered to be an evidence-based practice for children with ASD in school, it is not known whether this strategy is effective for minority, low-income families when implemented by the parent in the home setting. This study used a multiple-baseline across routines design replicated across two African American child-mother dyads to examine the effects of a parent-implemented visual schedule procedure on child independent schedule use and between-activity transitions. Parent participants were trained to implement a visual schedule intervention during home routines. Although a functional relation was demonstrated across routines for one mother-child dyad, results varied across participants, highlighting the importance of treatment fidelity. Implications for future research, including the challenges involved in parent-implemented interventions in low-income settings for minority children with ASD, are addressed.  相似文献   

Community‐Based Art Education in China: Practices,Issues and Challenges     

Ning Luo  Chung‐Yim Lau 《The International Journal of Art & Design Education》2020,39(2):445-460

Art educators have been promoting Community‐Based Art Education (CBAE) in schools in order to enhance students’ sense of socio‐cultural identity and contextual learning about local art and culture. It cannot only bridge the gap between the students’ daily lives and the communities and art, but can also enhance their inquiry, discovery and meaning‐making abilities. In China, the community‐based approach plays a significant role in the National Standards for Visual Arts, and Chinese art educators have been applying CBAE in school art education for decades. However, Western art educators are still unfamiliar with the issues, practices and challenges related to CBAE in China owing to language constraints. In light of the above, this article aims to initiate a dialogue between Western and Chinese CBAE researchers through discourse and discussions on the main issues related to CBAE in Chinese art education. It outlines current practices of, and issues related to, CBAE from the perspective of Chinese art education. It also discusses the three major challenges to the implementation of CBAE in China, namely the conflict between indigenous knowledge and official knowledge in the school art curriculum, lack of motivation among teachers, and neglect of context in the practice of local art in schools. It is hoped that this article it will enrich our overall knowledge of CBAE and contribute to the understanding of CBAE from a global perspective.  相似文献   

A Cognitive Learning Account of the Avoidance,Omission and Exaggerated Phenomena and Expressions in Young Adolescents’ Drawings of the Human Figure in the Visual Culture Art Education Context     

Chung‐yim Lau 《The International Journal of Art & Design Education》2020,39(3):686-703

It is common in the everyday art class to find many examples of avoidance, omission and exaggeration in young adolescents’ depictions of the human figure. When students depict sophisticated human images, they make every effort to avoid the difficult parts, and some students tend to exaggerate the size or distort the shape of the human image. Art educators see these types of behaviour and modes of expression as unnatural, and claim that they may hinder the development of the creativity of young adolescents. Relevant discussions in the literature from a psychological perspective are mainly concerned with the negative impact of such behaviour and modes of expression on the formation of young adolescents’ identities. However, in the context of popular visual culture, the findings of recent studies on young adolescents’ comic drawings have suggested that when young adolescents draw comic characters, they use their everyday life experiences in their drawings. This article reports on a five‐year qualitative longitudinal study conducted in a Hong Kong secondary school. The aim of the study was to deepen our understanding of this behaviour on the part of adolescents in art classes. The findings of the study confirmed the view that these aspects should be interpreted from a cognitive learning perspective. It is suggested that art educators reconsider these types of behaviour and modes of expression as a potential means for improving secondary students’ learning of the art of popular visual culture.  相似文献   

Hegemony and the politics of education in Hong Kong: from the post-war era to the post-handover era     

Tracy Chui Shan Lau 《Journal of educational administration and history》2018,50(4):241-255

ABSTRACT

The process of Chinese nation-building in education reveals the hegemonic strategies of the colonial power and the adaptation of indigenous forces when Hong Kong was undergoing decolonisation and the transfer of sovereignty. The return of Hong Kong to Chinese sovereignty has been a crucial indicator for the potential re-unification of China, as it presents a model for the possible future reintegration of Taiwan. The idea of hegemony applies to different dominant groups in the two periods under review. In the first period, London attempted to influence the development of groups in Hong Kong and incorporate them into the colonial programme. In the second period, Beijing attempts to influence groups in Hong Kong facilitate the reintegration of Hong Kong into a larger Chinese identity. Yet, it is far too simple to picture a unilateral exercise of power by an identifiable centre and consider the periphery as mere objects of successful manipulation by the centre. Continued study of the evolution of nation-building in education, under the influence of a series of complex and shifting factors of the Hong Kong society, will be enlightening for the comprehension of the ever-changing and increasingly complicated political culture.  相似文献   

Comparison of the General Ability Measure for Adults and the Kaufman Adolescent and Adult Intelligence Test with college students     

Kerry S. Lassiter  T. Darin Matthews  Nancy L. Bell  Carrie M. Maher 《Psychology in the schools》2002,39(5):497-506

Ninety‐four college students were administered the GAMA and KAIT. GAMA IQs were significantly and moderately correlated with KAIT Fluid, Crystallized and Composite IQs, supporting the convergent validity of this instrument. Although significant correlations between measures emerged and nonsignificant differences were found between mean scores across these instruments, GAMA IQ scores did not accurately predict KAIT Composite IQ scores when GAMA IQ scores were compared to KAIT Composite IQs. Similarly, when the sample was divided into two groups by ability level, GAMA IQs accurately estimated the intelligence for individuals of Average and Below Average intelligence, but underestimated the KAIT Composite IQ scores by 4 points for the Above Average group. Implications of the findings are discussed and suggestions for future research are provided. © 2002, Wiley Periodicals, Inc.  相似文献   

Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children's kindergarten cognitive abilities     

Hubbs-Tait L  Culp AM  Culp RE  Miller CE 《Child development》2002,73(1):110-131

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.  相似文献   

纵向量表制作浅谈     

刘志明 《考试研究》2005,(2)

等值(equating)和纵向量表化(vertical scaling)的功用是建立来自不同考试的分数之间的关系。等值是施用于相同年级,相同性质的试卷,而纵向量表化则用于不同年级而性质相似的试卷。纵向量表化是将不同年级的成绩放置于统一的成长分数量表之中。纵向量表(vertical scale)是一种延伸的分数,其度量跨越和串连不同年级之间,用以评估学生连继性的成就成长(Nitko,2004)。在教学中,学生的进度可以利用纵向量表来监察和评估。而在教育研究上,纵向量表可成为长期跟踪调查(longitudinal study)之有力工具。本文讨论纵向量表化的方法论,包括成长定义(definition of growth),数据收集(data collection)方法,试卷设计和使用项目反应理论(Item Response Theory)的方法以及对制作纵向量表提供一些实际的建议。  相似文献   

Visual Instruction to Enhance Teaching of Technical Subject to Design Students     

Siu‐Kit Lau  Noopur Joshi  Ming Fai Pang 《The International Journal of Art & Design Education》2021,40(1):165-183

Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students’ approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students’ feedback and interviews. These factors were also measured for the control group that did not receive visual instruction (n = 32), to assess the effect of the intervention. When taught with visualisation, students (n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made.  相似文献