The knowledge explosion in science education: Balancing practical and theoretical knowledge     

Andrew Boulton  Debra Panizzon 《科学教学研究杂志》1998,35(5):475-481

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Family Routines and Parental Monitoring as Protective Factors Among Early and Middle Adolescents Affected by Maternal HIV/AIDS     

Debra A. Murphy  William D. Marelich  Diane M. Herbeck  Diana L. Payne 《Child development》2009,80(6):1676-1691

The influence of parenting skills on adolescent outcomes among children affected by maternal HIV/AIDS (N = 118, M age = 13) was investigated. Among families with more frequent family routines, over time adolescents showed lower rates of aggression, anxiety, worry, depression, conduct disorder, binge drinking, and increased self‐concept. Among families with higher levels of parental monitoring, adolescents showed significant declines in anxiety and depression, conduct disorder, and binge drinking, along with increased self‐concept. Mothers’ level of illness was associated with parenting. Greater variability in parental monitoring resulted in higher levels of problem behaviors.  相似文献   

1, 2, 3, 4: Infusing Quantitative Literacy into Introductory Biology     

Elena Bray Speth  Jennifer L. Momsen  Gregory A. Moyerbrailean  Diane Ebert-May  Tammy M. Long  Sara Wyse  Debra Linton 《CBE life sciences education》2010,9(3):323-332

Biology of the twenty-first century is an increasingly quantitative science. Undergraduate biology education therefore needs to provide opportunities for students to develop fluency in the tools and language of quantitative disciplines. Quantitative literacy (QL) is important for future scientists as well as for citizens, who need to interpret numeric information and data-based claims regarding nearly every aspect of daily life. To address the need for QL in biology education, we incorporated quantitative concepts throughout a semester-long introductory biology course at a large research university. Early in the course, we assessed the quantitative skills that students bring to the introductory biology classroom and found that students had difficulties in performing simple calculations, representing data graphically, and articulating data-driven arguments. In response to students'' learning needs, we infused the course with quantitative concepts aligned with the existing course content and learning objectives. The effectiveness of this approach is demonstrated by significant improvement in the quality of students'' graphical representations of biological data. Infusing QL in introductory biology presents challenges. Our study, however, supports the conclusion that it is feasible in the context of an existing course, consistent with the goals of college biology education, and promotes students'' development of important quantitative skills.  相似文献   

Developing Students as Writers Through Collaboration     

Rebecca Humphris 《Changing English: An International Journal of English Teaching》2010,17(2):201-214

Revision is recognised as a key and complex element of the writing process. Despite this, research shows that students find it difficult effectively to revise their own writing due to a lack of metacognitive awareness and understanding of the processes they undertake when writing. The first part of this inquiry studies nine students’ understanding of the writing process and the revision strategies they employ using think‐aloud protocols and follow‐up interviews. Although the students all agreed that revision was an important part of improving their writing, they could not, or found it difficult to, articulate reasons for the changes they made to their writing. Therefore, the second part of the study explores the potential of collaborative writing to encourage and facilitate metacognitive talk through the implementation of a strategy where students are paired with a ‘writing buddy’. Observations of classroom work and interview responses of students showed that the scheme was successful in providing students with an experience of writing which was social, flexible and holistic, where talk is used to externalise thinking in order to develop a metacognitive understanding of the writing process.  相似文献   

Critically engaged learning: connecting to young lives     

Debra Hayes 《Discourse: Studies in the Cultural Politics of Education》2010,31(2):276-278

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Attention Demands of Precision Pistol-Shooting as a Function of Skill Level     

Debra J. Rose  Robert W. Christina 《Research quarterly for exercise and sport》2013,84(1):111-113

This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate men's (n = 8) and women's (n = 13) soccer and women's ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional internal model was retained in which motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Some redundancy among the dimensions was observed. Internal reliabilities ranged from very good to excellent. Practical recommendations for the CCS are given in the Discussion section.  相似文献   

Premotor and Motor Reaction Time As a Function of Response Complexity     

Robert W. Christina  Debra J. Rose 《Research quarterly for exercise and sport》2013,84(4):306-315

Abstract

Two experiments were conducted to identify the response elements responsible for the complexity effect found by Henry and Rogers (1960). An attempt was made to determine if these elements were affecting the premotor time component of simple reaction time (SRT). If they were, a strong case could be made for the argument that neuromotor programming time was affected because premotor time is a more exact estimate of it than SRT. The results revealed that premotor time was unaffected by a forward change in movement direction, but increased as the number of movement parts increased from one to two and as the demand for movement accuracy increased. Thus, increasing the (1) number of parts and (2) accuracy demands were identified as elements of response complexity which increase programming time and support Henry and Rogers (1960) hypothesis that the time to initiate a response becomes longer as the programming process become more complex.  相似文献   

NBHM MA/MSc (Mathematics) Scholarships     

Debra Panizzon  Lesley Levins 《Resonance》2001,6(4):93-94

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Community college strategies: Virginia community college system     

Debra Banks 《Assessment Update》1996,8(2):8-8

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Assessing Precollege Science Education Outreach Initiatives: A Funder's Perspective          下载免费PDF全文

Debra A. Felix  Mark D. Hertle  Jill G. Conley  Lori B. Washington  Peter J. Bruns 《CBE life sciences education》2004,3(3):189-195

We describe an assessment of the collective impact of 35 grants that the Howard Hughes Medical Institute (HHMI) made to biomedical research institutions in 1999 to support precollege science education outreach programs. Data collected from funded institutions were compared with data from a control group of institutions that had advanced to the last stage of review but had not been funded. The survey instrument and the results reveal outcomes and impacts that HHMI considers relevant for these programs. The following attributes are considered: ability to secure additional, non-HHMI funding; institution buy-in as measured by gains in dedicated space and staff; enhancement of the program director''s career; number and adoption of educational products developed; number of related publications and awards; percentage of programs for which teachers received course credit; increase in science content knowledge; and increase in student motivation to study science.  相似文献