The Effect of Field Trips to University Research Labs on Israeli High School Students’ NOS Understanding     

Dina Tsybulsky  Jeff Dodick  Jeff Camhi 《Research in Science Education》2018,48(6):1247-1272

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A role for technology in enhancing students’ engagement with feedback     

Helen J Parkin  Stuart Hepplestone  Graham Holden  Brian Irwin  Louise Thorpe 《Assessment & Evaluation in Higher Education》2012,37(8):963-973

This paper explores the potential of technology-enabled feedback to improve student learning. ‘Technology, Feedback, Action!: The impact of learning technology upon students’ engagement with their feedback’ aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld; online grade publication; criteria-based feedback; and more traditional feedback methods. Through a series of semi-structured interviews, student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students’ engagement with their feedback. Data were analysed using a thematic approach, and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature.  相似文献   

Using early care and education quality measures with dual language learners: A review of the research     

Ellen Peisner-Feinberg  Virginia Buysse  Allison Fuligni  Margaret Burchinal  Linda Espinosa  Tamara Halle  Dina C. Castro 《Early childhood research quarterly》2014

As the number of young dual language learners (DLLs) in early care and education (ECE) programs is increasing, it is critical to examine how well measures of the quality of practices in these settings reflect the needs of the diverse groups of children being served. This review of the research literature addressed these questions for ECE settings serving children birth-five: whether quality differs for settings serving high proportions of DLLs compared to typical samples, whether existing quality measures exhibit similar psychometric characteristics and associations with child outcomes in settings serving DLL and non-DLL children, and whether DLL-specific measures perform differently than general measures of quality. The search procedure produced 10 research studies that met the criteria for inclusion in the review out of approximately 3800 that were found initially and more than 300 that were reviewed. These studies included 10 out of 46 identified measures of ECE quality, including both general and DLL-specific measures. Findings suggested that widely used general ECE quality measures function similarly for DLLs compared to typical populations with regard to overall quality, psychometric characteristics, and child outcomes. Further research is needed to broaden the knowledge base for a wider variety of measures, beyond center-based settings, and beyond Spanish-speaking DLLs, as well as to enhance methodological approaches. There appear to be potential research opportunities through numerous existing studies that included DLL populations but had not analyzed their data in regard to these groups.  相似文献   

Towards inclusion: provision for diversity in the transition to school     

Anne Petriwskyj  Karen Thorpe  Collette Tayler 《International Journal of Early Years Education》2014,22(4):359-379

Policies of inclusion challenge the construct of readiness and require schools to prepare for the diversity of children as they transition to school. However, there is limited empirical evidence concerning how this challenge is met. This paper presents two Australian studies that investigate inclusive practices in the transition to school. Study 1 examined the predictors of child outcomes across a sample of 1831 children in 39 schools. The results indicate that both quantity and quality of programme provision influenced outcomes and that programme effects were particularly potent for children with diverse abilities and backgrounds. Study 2 focuses on pedagogy in three of the schools to highlight how this provision can be achieved. Results show that provisions were reactive, that saliency of children's needs directed school practices and that professional knowledge impacted on measures of quality. Inclusive processes accounting for both child progress and broader family and teaching influences are necessary for improved transition to school.  相似文献   

The cognitive development of young dual language learners: A critical review   总被引：1，自引：0，他引：1  

Raluca Barac  Ellen Bialystok  Dina C. Castro  Marta Sanchez 《Early childhood research quarterly》2014

Dual language exposure and bilingualism are relatively common experiences for children. The present review set out to synthesize the existing research on cognitive development in bilingual children and to identify the gaps and the methodological concerns present in the existing research. A search of major databases for research conducted with typically developing, preschool-age dual language learners between 2000 and 2013 yielded 102 peer-reviewed articles. The existing evidence points to areas of cognitive development in bilingual children where findings are robust or inconclusive, and reveals variables that influence performance. The present review also identifies areas for future research and methodological limitations.  相似文献   

Bioinformatics Education in High School: Implications for Promoting Science,Technology, Engineering,and Mathematics Careers     

Dina N. Kovarik  Davis G. Patterson  Carolyn Cohen  Elizabeth A. Sanders  Karen A. Peterson  Sandra G. Porter  Jeanne Ting Chowning 《CBE life sciences education》2013,12(3):441-459

We investigated the effects of our Bio-ITEST teacher professional development model and bioinformatics curricula on cognitive traits (awareness, engagement, self-efficacy, and relevance) in high school teachers and students that are known to accompany a developing interest in science, technology, engineering, and mathematics (STEM) careers. The program included best practices in adult education and diverse resources to empower teachers to integrate STEM career information into their classrooms. The introductory unit, Using Bioinformatics: Genetic Testing, uses bioinformatics to teach basic concepts in genetics and molecular biology, and the advanced unit, Using Bioinformatics: Genetic Research, utilizes bioinformatics to study evolution and support student research with DNA barcoding. Pre–post surveys demonstrated significant growth (n = 24) among teachers in their preparation to teach the curricula and infuse career awareness into their classes, and these gains were sustained through the end of the academic year. Introductory unit students (n = 289) showed significant gains in awareness, relevance, and self-efficacy. While these students did not show significant gains in engagement, advanced unit students (n = 41) showed gains in all four cognitive areas. Lessons learned during Bio-ITEST are explored in the context of recommendations for other programs that wish to increase student interest in STEM careers.  相似文献   

Students Abroad Studying Their Own Thing     

Marjorie H. Thorpe 《College Teaching》2013,61(3):160-161

Abstract

This paper defines teacher empathy, argues that teacher empathy enhances student learning, and offers suggestions for increasing teacher empathy. Teacher empathy is the degree to which an instructor works to deeply understand students’ personal and social situations, to feel care and concern in response to students’ positive and negative emotions, and to respond compassionately without losing the focus on student learning. Teacher empathy is communicated to students through course policies as well as the instructor’s behavior toward students. To increase teacher empathy, we review non-pejorative explanations for undesirable student behavior (e.g., fear of failure), and we suggest ways in which faculty can learn about their students and can structure course policies to increase teacher empathy. Ultimately, we call for research on teacher empathy and student learning.  相似文献   

Discovering User Behavior: Applying Usage Statistics to Shape Frontline Services     

Rachael A. Cohen  Angie Thorpe 《期刊图书馆员》2013,64(1):29-46

This investigation sought to develop a broad view of discovery service user behavior by analyzing vendor-provided and Google Analytics usage data from discovery service implementations at two Indiana University campuses. The results of this analysis demonstrate how usage data can communicate both intermediary and end results of user interactions within discovery services. The findings reveal user behavior trends, which may be used to develop strategies to improve information literacy instruction techniques, as well as discovery service interface enhancements.  相似文献   

Adult recognition of school bullying situations     

Richard J. Hazler  Dina L. Miller  Jolynn V. Carney  Suzy Green 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):133-146

Bullying and harassment by school peers has received increasing attention as their relation to personal problems and more extreme forms of violence has become better recognized. Emphases of empirical studies have focused on characteristics and behaviours of both school bullies and their victims. There is a need to place these traits and actions into the context of the situation in which they occur, in order to expand the research and allow for the development of more sophisticated and comprehensive educational, prevention and intervention programmes. A total 251 professionals (teachers and counsellors) participated in this empirical study on the ability of professionals to differentiate between bullying and other forms of conflict. Participants were asked to judge the severity of 21 scenarios depicting different combinations of situational characteristics and also whether they constituted bullying situations or not. Results indicated that physical threat or abuse was seen as more severe than verbal or social/emotional abuse, and professionals more often rated physical conflicts as bullying even when they did not fit the definition. The repeated nature of an abusive relationship and an unfair match between participants were bullying situation characteristics found to be related to the responses of more and less effective situation evaluators. Implications for pre- and in-service training of educators were considered based on study results and previous research.  相似文献   

Exploring young children’s self-efficacy beliefs related to mathematical and nonmathematical tasks performed in kindergarten: abused and neglected children and their peers     

Dina Tirosh  Pessia Tsamir  Esther Levenson  Michal Tabach  Ruthi Barkai 《Educational Studies in Mathematics》2013,83(2):309-322

This article reports on young children’s self-efficacy beliefs and their corresponding performance of mathematical and nonmathematical tasks typically encountered in kindergarten. Participants included 132 kindergarten children aged 5–6 years old. Among the participants, 69 children were identified by the social welfare department as being abused and/or neglected. Individual interviews were conducted where children were asked to assess their self-efficacy regarding sorting tasks, mathematics tasks, and reciting the alphabet. Children were then requested to perform each of the tasks. Results revealed that no significant differences were found between the abused and neglected children and their peers regarding their self-efficacy beliefs and performances for any of the tasks. For some of the tasks, children were able to correctly assess their performance, while for other tasks, children overestimated their performance. Possible reasons for these outcomes are discussed.  相似文献