Strengths-based reading assessment for deaf and hard-of-hearing students     

Pamela Luft 《Psychology in the schools》2020,57(3):375-393

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Nature and nurture interact to create expert performers     

Joseph Baker 《High Ability Studies》2007,18(1):57-58

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Learning environments at the margin: Case studies of disenfranchised youth doing science in an aquarium and an after-school program   总被引：1，自引：0，他引：1  

Jrène Rahm  Doris Ash 《Learning Environments Research》2008,11(1):49-62

In this article, we explore how two informal educational contexts—an aquarium and an after-school science program—enabled disenfranchised learners to adopt an identity as insiders to the world of science. We tell the stories of four youth, relating what doing science meant to them and how they positioned themselves in relation to science. We contribute to the extensive literature on the value of learning beyond the school walls, yet focus on ethnically and linguistically diverse youth from low-income backgrounds who have often been excluded from such settings. We suggest that such out-of-school settings are particularly important to youth who have few other opportunities to interact with and relate to science in positive ways.  相似文献   

Book reviews     

Jim Murphy  Robin Jones  Robert McCaig  K. M. Harman  Carolyn D. Baker 《The Australian Educational Researcher》1990,17(2):75-85

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Measuring the quality of e‐learning     

David B. Hay  Caroline Kehoe  Marc E. Miquel  Stylianos Hatzipanagos  Ian M. Kinchin  Steve F. Keevil  Simon Lygo‐Baker 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(6):1037-1056

This paper shows how concept mapping can be used to measure the quality of e‐learning. Six volunteers (all of them 3rd‐year medical students) took part in a programme of e‐learning designed to teach the principles of magnetic resonance imaging (MRI). Their understanding of MRI was measured before and after the course by the use of concept mapping. The quality of change in individuals' maps was assessed using criteria developed to distinguish between meaningful and rote‐learning outcomes. Student maps were also scored for evidence of conceptual richness and understanding. Finally, each map was compared directly with the content of the electronic teaching material. The results show that many of the student misconceptions were put right in the course of their learning but that many of the key concepts introduced in the teaching were ignored (or sometimes learnt by rote) by the students. This was because the teaching material locked these new ideas in structures and terminology that precluded meaning‐making among non‐experts. Our data suggest that students' prior knowledge is a key determinant of meaningful learning. We suggest that this must be acknowledged if the design and use of electronic teaching material is also to be meaningful. Ultimately, measures of student learning are the only authentic indicators of the quality of teaching through technology.  相似文献   

Establishing the validity and reliability of course evaluation questionnaires     

David Kember  Doris Y.P. Leung 《Assessment & Evaluation in Higher Education》2008,33(4):341-353

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Examining Online Instruction in Undergraduate Nursing Education     

Luann Christianson  Drew Tiene  Pamela Luft 《Distance Education》2002,23(2):213-229

Web-based courses have increased in number as one of the primary modes of distance education in undergraduate nursing programs across the United States. An online survey of 171 nursing faculty in the United States with experience teaching Web-based courses served as the primary data source. Interviews and a review of course Web sites provided additional comparative information. Results of this study indicated online faculty spent significantly more time in planning and implementing a Web course than they did a traditional course. Despite this time commitment respondents perceived the teaching experience to be a successful and effective form of instruction that they felt could be used to deliver any type of nursing course. The online teaching experience was described as both collaborative and highly interactive. Most respondents indicated they preferred online teaching to traditional face-to-face instruction. This positive reaction to teaching online supports the future viability of Web-based instruction at colleges of nursing.  相似文献   

All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement     

Schnitzler  Katharina  Holzberger  Doris  Seidel  Tina 《European Journal of Psychology of Education - EJPE》2021,36(3):627-652

European Journal of Psychology of Education - Student participation and cognitive and emotional engagement in learning activities play a key role in student academic achievement and are driven by...  相似文献   

Assessing Secondary School Students’ Justifications for Supporting or Rejecting a Scientific Hypothesis in the Physics Lab     

Ludwig  Tobias  Priemer  Burkhard  Lewalter  Doris 《Research in Science Education》2021,51(3):819-844

Research in Science Education - Justifications play a central role in argumentation, which is a core topic in school science education. This paper contributes to this field of research by...  相似文献   

Does Inducing Students to Schedule Lecture Watching in Online Classes Improve Their Academic Performance? An Experimental Analysis of a Time Management Intervention     

Baker  Rachel  Evans  Brent  Li  Qiujie  Cung  Bianca 《Research in higher education》2019,60(4):521-552

Research in Higher Education - Time management skills are an essential component of college student success, especially in online classes. Through a randomized control trial of students in a...  相似文献