A case study of project‐based instruction in the ninth grade: a semester‐long study of intertidal biodiversity     

Erin Baumgartner  Chela J. Zabin 《Environmental Education Research》2008,14(2):97-114

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A Campus-Wide Study of STEM Courses: New Perspectives on Teaching Practices and Perceptions     

Michelle K. Smith  Erin L. Vinson  Jeremy A. Smith  Justin D. Lewin  MacKenzie R. Stetzer 《CBE life sciences education》2014,13(4):624-635

At the University of Maine, middle and high school science, technology, engineering, and mathematics (STEM) teachers observed 51 STEM courses across 13 different departments and collected information on the active-engagement nature of instruction. The results of these observations show that faculty members teaching STEM courses cannot simply be classified into two groups, traditional lecturers or instructors who teach in a highly interactive manner, but instead exhibit a continuum of instructional behaviors between these two classifications. In addition, the observation data reveal that student behavior differs greatly in classes with varied levels of lecture. Although faculty members who teach large-enrollment courses are more likely to lecture, we also identified instructors of several large courses using interactive teaching methods. Observed faculty members were also asked to complete a survey about how often they use specific teaching practices, and we find that faculty members are generally self-aware of their own practices. Taken together, these findings provide comprehensive information about the range of STEM teaching practices at a campus-wide level and how such information can be used to design targeted professional development for faculty.  相似文献   

Thanks!     

Erin L. Dolan 《CBE life sciences education》2014,13(4):573-574

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Higher Education and Emerging Technologies: Shifting Trends in Student Usage     

Erin Dorris Cassidy  Angela Colmenares  Glenda Jones  Tyler Manolovitz  Lisa Shen  Scott Vieira 《The Journal of Academic Librarianship》2014

This study serves as an update to a previous study by Sam Houston State University librarians about the use and preferences of Internet, communication, and educational technologies among students. Since the previous study was initiated in 2010, the iPad has made its debut and significantly altered the educational technology landscape. In this new landscape, this study investigates student usage of such technologies as instant messaging, cell phones, e-readers, social networking, RSS feeds, podcasts, and tablets. In addition, this study aims to determine which technologies students prefer the library to utilize for a variety of services, such as reference assistance or book renewals, and which technologies may not be worth the investment, such as geosocial networking. The information gained from this survey is intended to provide guidance for libraries looking to provide services utilizing the most popular technologies with the most efficient use of resources. Survey results show an increasing use and dependence on educational technologies and a desire for basic library services to be available on a variety of platforms and technologies.  相似文献   

Enhancing School-Based Mental Health Services With a Preventive and Promotive Approach to Universal Screening for Complete Mental Health     

Erin Dowdy  Michael Furlong  Tara C. Raines  Bibliana Bovery  Beth Kauffman  Randy W. Kamphaus 《Journal of educational and psychological consultation》2015,25(2-3):178-197

Universal screening for complete mental health is proposed as a key step in service delivery reform to move school-based psychological services from the back of the service delivery system to the front, which will increase emphasis on prevention, early intervention, and promotion. A sample of 2,240 high school students participated in a schoolwide universal screening to identify behavioral and emotional distress as well as personal strengths. School psychologists, as part of a multidisciplinary team, coordinated the use of these screening data to engage in preventive consultation with administration to make decisions regarding the refinement and expansion of mental health service delivery options. Schoolwide and individual student prevention and intervention activities were tailored according to screening results. The roles of the school psychologist and multidisciplinary team members are discussed as critical components of this approach to service delivery change. Implications for future consultation research, practice, and training are provided.  相似文献   

Instructional leadership in centralised systems: evidence from Greek high-performing secondary schools     

Maria Kaparou  Tony Bush 《School Leadership & Management》2015,35(3):321-345

This paper examines the enactment of instructional leadership (IL) in high-performing secondary schools (HPSS), and the relationship between leadership and learning in raising student outcomes and encouraging teachers’ professional learning in the highly centralised context of Greece. It reports part of a comparative research study focused on whether, and to what extent, IL has been embraced by Greek school leaders. The study is exploratory, using a qualitative multiple case design to examine two HPSS in Athens. The research design involved a qualitative approach using several different methods, including semi-structured interviews with school principals, deputy heads, subject teachers and subject advisers, plus observation of leadership practice and meetings and scrutiny of relevant policy documents. The findings show that IL is conceptualised as an informal collaborative leadership practice, interwoven with the official multi-dimension role of Greek principals and their ‘semi-IL’ role. In the absence of official IL ‘actors’, teachers’ leadership has been expanding.  相似文献   

学龄前儿童体力活动研究的十大问题     

Russell R. Pate  Jennifer R. O''Neill  William H. Brown  Kerry L. McIver  Erin K. Howie  Marsha Dowda 《北京体育大学学报》2015,38(6):48-54

摘要：目的是回顾与3-5岁儿童体力活动有关的重要研究问题。本文将从三个主要研究领域进行分析：健康效果、体力活动模式、干预和政策。研究的首要问题包括：确定体力活动的健康效果,确定体力活动对保持健康体重的影响,探明体力活动对学习和行为习惯的影响,以及静坐行为对健康的影响。与体力活动模式相关的研究问题包括,3-5岁儿童满足现有体力活动推荐量的情况;影响体力活动的社会和环境因素,包括家庭、幼儿园、社区环境;体力活动如何对学龄儿童期、青少年时期和成年以后产生影响。关于干预和政策方面的研究问题包括,确定在家庭、保育机构、社区环境最有效的促进体力活动的干预策略,以及不同幼儿适用的干预方案,确定有效的干预手段和宣传策略,制定有效的能够增加幼儿体力活动水平的国家、州、地方和机构的政策。总之,全面的了解体力活动对3-5岁儿童健康的影响,以便于掌握该群体的体力活动特点,探索如何促进幼儿的体力活动。  相似文献   

Investigation of science faculty with education specialties within the largest university system in the United States     

Bush SD  Pelaez NJ  Rudd JA  Stevens MT  Tanner KD  Williams KS 《CBE life sciences education》2011,10(1):25-42

Efforts to improve science education include university science departments hiring Science Faculty with Education Specialties (SFES), scientists who take on specialized roles in science education within their discipline. Although these positions have existed for decades and may be growing more common, few reports have investigated the SFES approach to improving science education. We present comprehensive data on the SFES in the California State University (CSU) system, the largest university system in the United States. We found that CSU SFES were engaged in three key arenas including K-12 science education, undergraduate science education, and discipline-based science education research. As such, CSU SFES appeared to be well-positioned to have an impact on science education from within science departments. However, there appeared to be a lack of clarity and agreement about the purpose of these SFES positions. In addition, formal training in science education among CSU SFES was limited. Although over 75% of CSU SFES were fulfilled by their teaching, scholarship, and service, our results revealed that almost 40% of CSU SFES were seriously considering leaving their positions. Our data suggest that science departments would likely benefit from explicit discussions about the role of SFES and strategies for supporting their professional activities.  相似文献   

Attuning to In-the-Red Frequencies with/in Readers Workshop     

Bessie P. Dernikos  Jaye Johnson Thiel  Bianca Nightengale-Lee  Kimberly Lenters  Erin Bailey 《Literacy》2023,57(2):94-105

In this article, we ‘think with’ the theoretical concepts of flow, rupture, layering, and sampling to affectively attune to ‘in-the-red frequencies’ flowing across/with-in a New York City primary classroom—that is, alternative sonic frequencies that trouble and refuse hegemonic literacy practices. These hip-hop concepts theorise affect in relation to Black intellectual frameworks for moving, feeling, and sounding. Such frameworks honour philosophical practices emerging from Black people's lived experiences—practices that, historically, have been perceptually coded out of legibility by white supremacist institutions. Ultimately, we argue that thinking with flow↔rupture↔layering↔sampling enables more equitable practices that push literacies ‘into the red,’ namely, by respecting multiple perspectives, histories, and truths; accounting for power, privilege, positioning, and complicity; and highlighting ‘otherwise’ social worlds not predicated on hegemonic whiteness, anti-blackness, and socio-political violence.  相似文献   

Does slow and steady win the race?: Clustering patterns of students’ behaviors in an interactive online mathematics game     

Lee  Ji-Eun  Chan  Jenny Yun-Chen  Botelho  Anthony  Ottmar  Erin 《Educational technology research and development : ETR & D》2022,70(5):1575-1599

Educational technology research and development - Online educational games have been widely used to support students’ mathematics learning. However, their effects largely depend on...  相似文献