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

  相似文献   

Professional skills development in a resource-poor setting: the case of pharmacy in Malawi     

Zoe Lim  C. Anderson  S. McGrath 《International Journal of Educational Development》2012

The dominance of the human capital approach in vocational skills development has been increasingly questioned for being de-humanised and de-contextualised. Contrary to this trend, the discourse in health professional skills development has shown increasing enthusiasm for consolidating this existing paradigm. To debate whether professional skills development should indeed be insulated from such scepticism, this paper examines one strategy adopted by the health professions. Called ‘task shifting’, this strategy involves re-delegating professional tasks to nonprofessional cadres according to a skills-based toolkit. Challenging the context-free approach to using this toolkit, this paper presents ethnographic evidence derived from a case study of pharmacy workforce issues in Malawi. It was found that task shifting was inhibited by a perception barrier about the moral and intellectual superiority of the pharmacists. Pharmacy technicians were judged to be unfit for a professional task because of a perceived lack of professional status, power and ethics. On tracing the origin of the inherent professional prowess assigned to the pharmacists, it was found that professionalism was an ideology borrowed from external sources, inter alia, colonial legacies and global health governance. This study exposes our hidden assumption about an axiomatic transferability of Anglo-American skills development models to a postcolonial, aid-dependent context. This paper therefore suggests redefining this toolkit by bridging health research into dialogue with non-health disciplinary concerns such as postcolonialism and aid-dependence. In conclusion, it argues that professional skills development is context-laden; and in need of a human-centred approach that involves true indigenous participation–challenges not unlike those faced by the vocational skills discourse.  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   

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   

International activities in the field of children’s libraries     

Flora Zoe Van Dyke 《International Information and Library Review》2013,45(4):469-484

  相似文献   

Collaborating with Information Technology: Implementing Web Search at the University of New Mexico     

S. Y. Zoe Chao  Rebecca Lubas 《Cataloging & classification quarterly》2013,51(1-3):251-264

The University of New Mexico (UNM) has used the Google Search Appliance (GSA) to provide search for the University's Web content. When the GSA license expired, the campus Information Technologies (IT) department and the University Libraries (UL) took the opportunity to collaborate on a re-launch of the service as a joint project. By collaborating closely with IT, the UL personnel gained insight and first-hand information on how to optimize the Libraries’ Web presence. Outcomes were positive, both in the resulting product and in building bridges between the work cultures.  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   

Advice from Rural Elders: What it Takes to Age in Place     

Cheryl J. Dye  Deborah F. Willoughby  Dina G. Battisto 《Educational gerontology》2013,39(1):74-93

Older adults prefer to age in place (AIP), and there are psychological, physiological, and economic benefits in doing so. However, it is especially challenging to AIP in rural communities. AIP models have been tested in urban settings and age-segregated communities, but they are not appropriate for rural communities. This paper presents rural AIP variables identified in the literature as well as those described by 39 older adults in five focus groups.  相似文献