Biological Inquiry: A New Course and Assessment Plan in Response to the Call to Transform Undergraduate Biology     

Ellen S. Goldey  Clarence L. Abercrombie  Tracie M. Ivy  Dave I. Kusher  John F. Moeller  Doug A. Rayner  Charles F. Smith  Natalie W. Spivey 《CBE life sciences education》2012,11(4):353-363

We transformed our first-year curriculum in biology with a new course, Biological Inquiry, in which >50% of all incoming, first-year students enroll. The course replaced a traditional, content-driven course that relied on outdated approaches to teaching and learning. We diversified pedagogical practices by adopting guided inquiry in class and in labs, which are devoted to building authentic research skills through open-ended experiments. Students develop core biological knowledge, from the ecosystem to molecular level, and core skills through regular practice in hypothesis testing, reading primary literature, analyzing data, interpreting results, writing in disciplinary style, and working in teams. Assignments and exams require higher-order cognitive processes, and students build new knowledge and skills through investigation of real-world problems (e.g., malaria), which engages students’ interest. Evidence from direct and indirect assessment has guided continuous course revision and has revealed that compared with the course it replaced, Biological Inquiry produces significant learning gains in all targeted areas. It also retains 94% of students (both BA and BS track) compared with 79% in the majors-only course it replaced. The project has had broad impact across the entire college and reflects the input of numerous constituencies and close collaboration among biology professors and students.  相似文献   

Why do adults learn? Developing a motivational typology across 12 European countries     

Ellen Boeren  John Holford  Ides Nicaise  Herman Baert 《Globalisation, Societies & Education》2012,10(2):247-269

Participation in adult education is today generally considered an individual responsibility. However, participation is the result of a complex bounded agency between individuals, educational institutions and regulating governments. This paper explores the motives of 12,000 European adult learners in formal adult education in 12 European countries. Analysis shows consistent patterns comparable to welfare state typologies. Further exploration demonstrates that motives to participate in adult education courses can be interpreted in relation to the labour market, education and social policy in the country of participation.  相似文献   

The relative difficulty of signed arithmetic story problems for primary level deaf and hard-of-hearing students     

Ansell E  Pagliaro CM 《Journal of deaf studies and deaf education》2006,11(2):153-170

This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child.  相似文献   

Voices from the past     

Ellen Freed 《Performance Improvement》1969,8(3):5-5

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The KAIZEN Leader: Continuously Improving Administration     

Ellen Earle Chaffee 《Performance Improvement Quarterly》1993,6(3):64-73

Organizations need high levels of human performance from all personnel, including leaders. Unfortunately, standard organizational practices in selecting and promoting leaders reinforce behaviors that interfere with high performance from them and those they supervise. The leap from current performance levels to high performance must occur in incremental steps based on a theory of management that requires nothing less than cultural and personal change. This article defines the term “KAIZEN” and describes the changes leaders must make in their attitudes and behavior if they are to create continuously improving organizations.  相似文献   

Politics in Archaeology: The Lost City Museum     

Mary Ellen Glass 《Curator: The Museum Journal》1983,26(1):27-35

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Delivering Successful Training in a Summer Jobs Training Program     

Ellen A Ensher  Susan E. Murphy 《Performance Improvement》1997,36(1):22-27

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