Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention     

Melissa Gross  Don LathamAuthor Vitae 《Library & information science research》2013

Over the course of three years, an educational intervention was developed to teach information literacy (IL) skills, change perceptions of IL, and to recalibrate self views of the abilities of first year college students who demonstrate below proficient information literacy skills. The intervention is a modular workshop designed around the three-step analyze, search, evaluate (ASE) model of information literacy, which is easy to remember, easy to adapt to multiple instructional situations, and can provide a foundation for building information literacy skills. Summative evaluation of the intervention demonstrates that students who attend the workshop see an increase in skills and awareness of information literacy as a skill set. Increases in skills, however, were not sufficient to move participants into the proficient range. While workshop participants were able to reassess preworkshop skills, skills gained in the workshop did not result in recalibrated self-views of ability. Like the development of skills, the recalibration of self-assessments may require multiple exposures to information literacy instruction.  相似文献   

Interdisciplinarity and the Undergraduate Biology Curriculum: Finding a Balance          下载免费PDF全文

Louis J. Gross 《CBE life sciences education》2004,3(2):85-87

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Kindern das Wort Geben ein interkulturell-kreativer Arbeitsansatz, aufgezeigt an der Arbeit mit tibetischen Migrantenkindern     

Gabriele Rabkin 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,12(2):97-121

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“Math Is What I Love. I Think If I Got Anything from Community College,It’s the Beauty of Math.”: Promoting Mathematics Teacher Education Through Community College Outreach     

Maria Gross  Julia Aguirre 《Community College Journal of Research & Practice》2018,42(1):62-65

Deficient publicity challenged participants when selecting community college for postsecondary education and identifying secondary mathematics teaching as a career. Secondary mathematics teaching career promotion by the community college out in the local community and on the community college campuses was found to be nonexistent but necessary to increase the teacher-of-color pool. The purpose of this case study was to understand the role community colleges played in preparing current Washington State secondary mathematics teachers of color. Teachers-of-color voices were evaluated through Critical Race Theory, and recommendations were developed to support and counter identified oppressive structures: A future secondary mathematics teacher community outreach club would engage the community by (a) developing partnerships with local K–12 schools to increase teaching career exploration, (b) exploring feasibility of Math in the Community, and (c) promoting the community college as A College FOR the Community with outreach mathematics application courses taught in nonschool-based community venues.  相似文献   

Preface for the Special Issue on “Video-Based Research on Teacher Expertise”     

Sigrid Blömeke  Gabriele Kaiser  David Clarke 《International Journal of Science and Mathematics Education》2015,13(2):257-266

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About the Complexities of Video-Based Assessments: Theoretical and Methodological Approaches to Overcoming Shortcomings of Research on Teachers’ Competence     

Gabriele Kaiser  Andreas Busse  Jessica Hoth  Johannes König  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):369-387

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Quantitative analysis of approaches to group marking     

Hugh Harvey  James Keen  Chester Robinson  Thilo Gross 《Assessment & Evaluation in Higher Education》2019,44(8):1133-1147

Abstract

Group work, where students work on projects to overcome challenges together, has numerous advantages, including learning of important transferable skills, better learning experience and increased motivation. However, in many academic systems the advantages of group projects clash with the need to assign individualised marks to students. A number of different schemes have been proposed to individualise group project marks, these include marking of individual reflexive accounts of the group work and peer assessment. Here, we explore a number of these schemes in computational experiments with an artificial student population. Our analysis highlights the advantages and disadvantages of each scheme and particularly reveals the power of a new scheme proposed here that we call pseudoinverse marking.

Abbreviations

SOPP: Self organised peer assessment; RA: Reflexive accounts; MRA: Mark-adjusted reflexive accounts; NPA: Normalised peer assessment; PR: Peer ranking; PiM: Pseudoinverse marking  相似文献   

Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches     

Gabriele Kaiser  Sigrid Blömeke  Johannes König  Andreas Busse  Martina Döhrmann  Jessica Hoth 《Educational Studies in Mathematics》2017,94(2):161-182

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Hamburg’s Family Literacy project (FLY) in the context of international trends and recent evaluation findings     

Gabriele Rabkin  Stefanie Geffers  Ulrike Hanemann  Meike Heckt  Marcus Pietsch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(5):651-677

The authors of this article begin with an introduction to the holistic concept of family literacy and learning and its implementation in various international contexts, paying special attention to the key role played by the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from migrant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way.  相似文献   

The Narrative Approach in Art Education: A Case Study     

Gabriele Esser‐Hall  Jeff Rankin  Dumile Johannes Ndita 《The International Journal of Art & Design Education》2004,23(2):136-147

This case study takes as its focus the work of the Fine Art graduate Dumile Johannes Ndita, who visually narrates his experience of life in contemporary South Africa. The artist graduated from Border Technikon, East London, an institution which teaches the narrative approach. It is the aim of the authors to illustrate how this method enables students to transfer lived experience into image. The three voices in this paper come from different backgrounds. The artist will explain the meaning of his drawings, the teacher will give background information on the community and culture in which he himself and the artist operate and outline teaching methods. Students taught by this method create work that has impact and meaning beyond the confines of the art school. To argue this point, the theoretician will add her voice and reflect on meta‐narratives presented in Dumile Johannes Ndita's drawings. Intricate inter‐textual patterns, shared and interconnecting institutional narratives tie our individual voices to those of the wider community and culture of present‐day South Africa and beyond.  相似文献