Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences     

Emily A. Wiley  Nicholas A. Stover 《CBE life sciences education》2014,13(1):131-138

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have extended the typical model of inquiry-based labs to include a means for targeted dissemination of student-generated discoveries. This initiative required: 1) creating a set of research-based lab activities with the potential to yield results that a particular scientific community would find useful and 2) developing a means for immediate sharing of student-generated results. Working toward these goals, we designed guides for course-based research aimed to fulfill the need for functional annotation of the Tetrahymena thermophila genome, and developed an interactive Web database that links directly to the official Tetrahymena Genome Database for immediate, targeted dissemination of student discoveries. This combination of research via the course modules and the opportunity for students to immediately “publish” their novel results on a Web database actively used by outside scientists culminated in a motivational tool that enhanced students’ efforts to engage the scientific process and pursue additional research opportunities beyond the course.  相似文献   

Online Plagiarism Training Falls Short in Biology Classrooms     

Emily A. Holt  Britt Fagerheim  Susan Durham 《CBE life sciences education》2014,13(1):83-89

Online plagiarism tutorials are increasingly popular in higher education, as faculty and staff try to curb the plagiarism epidemic. Yet no research has validated the efficacy of such tools in minimizing plagiarism in the sciences. Our study compared three plagiarism-avoidance training regimens (i.e., no training, online tutorial, or homework assignment) and their impacts on students’ ability to accurately discriminate plagiarism from text that is properly quoted, paraphrased, and attributed. Using pre- and postsurveys of 173 undergraduate students in three general ecology courses, we found that students given the homework assignment had far greater success in identifying plagiarism or the lack thereof compared with students given no training. In general, students trained with the homework assignment more successfully identified plagiarism than did students trained with the online tutorial. We also found that the summative assessment associated with the plagiarism-avoidance training formats (i.e., homework grade and online tutorial assessment score) did not correlate with student improvement on surveys through time.  相似文献   

Seeing the Forest and the Trees: Research on Plant Science Teaching and Learning     

Diane Ebert-May  Emily Holt 《CBE life sciences education》2014,13(3):361-362

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Professional community and the problem of high school reform   总被引：1，自引：0，他引：1  

Judith Warren Little 《International Journal of Educational Research》2002,37(8)

A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform.  相似文献   

Remedies for lopsidedness     

Warren Treadgold 《Academic Questions》2005,18(4):6-7

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Reviews     

Peter N. Warren  Paul A. Trout 《Academic Questions》1995,8(4):81-91

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The Larger Project within Fantasy Literature: the Lewis/Pullman Divide     

Emily Brittain 《English in Education》2003,37(1):48-58

This article deals with Philip Pullman's insistence on the importance of the creative power of stories in education and the need for children to think deeper about texts than the surface plot; the suitability for fantasy literature to be used for this ‘larger project’ and the current power of children's fantasy, leading to Pullman's winning of the Whitbread Prize; and Pullman's vehement rejection of links between His Dark Materials and C.S. Lewis's Narnia books. Both series are influenced by Paradise Lost but read from their own religious position: Lewis is the conservative traditionalist and Pullman the liberal reformer. In both, Christian allegory is used to encourage deeper readings of the works. Ultimately, Pullman's criticism of Narnia draws attention to similarities between the two series and the power of both to provoke challenging questions rather than straightforward answers.  相似文献   

Reviews     

Peter N. Warren  Paul Gottfried 《Academic Questions》1997,10(1):87-93

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Factors predictive of black students' communication with the administration and students at a predominantly white university     

Warren Watson  Ina Siler 《Int J Intercult Relat》1984,8(3):255-267

Black students' interaction with a predominantly white university's administration, faculty, and students appears to be a central issue in current study of black student success in college. This study examined personality and situational factors predictive of black students' communication with such a university's administration, faculty, and students. The development of an instrument describing environmental and social concerns of black students demonstrated reasonable predictive validity of communication with the administration and white students. Feelings about the social environment and tendencies of communication anxiety were among the strongest predictors of black students' communication.  相似文献   

Young offenders in New South Wales,Australia and the need for remedial sexual health education     

Grant Mistler  Kristie Kirkwood  Emily Potter 《Sex education》2013,13(4):439-449

The 2005–2008 Australian National Sexually Transmissible Infections Strategy identifies young people as a key target group in need of sexual health education, screening and management. For young people who are in contact with the New South Wales (NSW) juvenile justice system, a dire need for remedial sexual health education exists. NSW young offenders indicate initiation of sexual activity at a younger age than their peers, higher numbers of sexual partners, infrequent condom use and higher rates of sexually transmitted infections. They also report family instability, poor accessing of health services, and low school attendance: all factors that result in poor sexual knowledge and health outcomes. An examination into the cognitive profile of these young offenders indicates remedial education for this group may require a dual approach in order to redress their specific circumstances and needs. The first approach should target young offenders who simply missed out on stages of sexual health information in the school curriculum. The second approach requires a tailored teaching methodology more appropriate for a group with atypical cognitive profiles. Both approaches need to engage an educative model that acknowledges that these disadvantaged young people are already sexual active; and that many did not have the benefit of an informed or consensual decision making processes. More importantly, the tailoring of a sexual health education program to these young people needs to resonate with teaching to a cognitively distinctive population who have experienced higher than usual rates of alcohol and other drugs abuse, and higher than usual episodes of physical and emotional abuse and neglect.  相似文献