Understanding science teaching effectiveness: examining how science-specific and generic instructional practices relate to student achievement in secondary science classrooms     

Jamie N. Mikeska  Tamara Shattuck  Steven Holtzman  Daniel F. McCaffrey  Nancy Duchesneau  Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623

ABSTRACT

In order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed.  相似文献   

Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy     

Bryan A. Brown  Kihyun Ryoo  Jamie Rodriguez 《International Journal of Science Education》2013,35(11):1465-1493

This study examines the impact of Disaggregate Instruction on students’ science learning. Disaggregate Instruction is the idea that science teaching and learning can be separated into conceptual and discursive components. Using randomly assigned experimental and control groups, 49 fifth‐grade students received web‐based science lessons on photosynthesis using our experimental approach. We supplemented quantitative statistical comparisons of students’ performance on pre‐ and post‐test questions (multiple choice and short answer) with a qualitative analysis of students’ post‐test interviews. The results revealed that students in the experimental group outscored their control group counterparts across all measures. In addition, students taught using the experimental method demonstrated an improved ability to write using scientific language as well as an improved ability to provide oral explanations using scientific language. This study has important implications for how science educators can prepare teachers to teach diverse student populations.  相似文献   

Tests of Equivalence for One-Way Independent Groups Designs     

Robert A. Cribbie  Chantal A. Arpin-Cribbie  Jamie A. Gruman 《Journal of Experimental Education》2013,81(1):1-13

Researchers in education are often interested in determining whether independent groups are equivalent on a specific outcome. Equivalence tests for 2 independent populations have been widely discussed, whereas testing for equivalence with more than 2 independent groups has received little attention. The authors discuss alternatives for testing the equivalence of more than 2 independent populations, and they use a Monte Carlo study to demonstrate and compare the performance of these alternatives under several conditions. The results indicate that a 1-way test (e.g., Wellek's F test) is recommended for assessing the equivalence of more than 2 independent groups because approaches based on conducting pairwise tests of equivalence are overly conservative.  相似文献   

Early Neglect Is Associated With Alterations in White Matter Integrity and Cognitive Functioning     

Jamie L. Hanson  Nagesh Adluru  Moo K. Chung  Andrew L. Alexander  Richard J. Davidson  Seth D. Pollak 《Child development》2013,84(5):1566-1578

Cognitive deficits have been reported in children who experienced early neglect, especially children raised in institutionalized settings. Previous research suggests that early neglect may differentially affect the directional organization of white matter in the prefrontal cortex (PFC). This may be one mechanism to explain cognitive deficits associated with neglect. To test this idea, properties of white matter and neurocognitive performance were assessed in children who suffered early neglect and those raised in typical environments (n = 63, M_age = 11.75 years). As predicted, prefrontal white matter microstructure was affected, consistent with more diffuse organization, in children that suffered early neglect and this was related to neurocognitive deficits. Such findings underscore how early adversity may affect the PFC and explain cognitive deficits associated with neglect.  相似文献   

A Longitudinal Study of Forms and Functions of Aggressive Behavior in Early Childhood     

Dianna Murray-Close  Jamie M. Ostrov 《Child development》2009,80(3):828-842

The purpose of this study was to investigate the distinct forms (i.e., physical and relational) and functions (i.e., proactive and reactive) of aggressive behavior during early childhood ( n  =   101; M age = 45.09 months). Forms, but not functions, of aggressive behavior were stable over time. A number of contributors to aggression were associated with distinct subtypes of aggressive behavior. Females and socially dominant children were more relationally aggressive and older children were less physically aggressive than their peers. Longitudinal analyses indicated that social dominance predicted decreases in physical aggression and peer exclusion predicted increases in relational aggression. Overall, the results provide support for the distinction between subtypes of aggression in early childhood.  相似文献   

Differences in step characteristics and linear kinematics between rugby players and sprinters during initial sprint acceleration     

James J. Wild  Ian N. Bezodis  Jamie S. North  Neil E. Bezodis 《European Journal of Sport Science》2018,18(10):1327-1337

The initial steps of a sprint are important in team sports, such as rugby, where there is an inherent requirement to maximally accelerate over short distances. Current understanding of sprint acceleration technique is primarily based on data from track and field sprinters, although whether this information is transferable to athletes such as rugby players is unclear, due to differing ecological constraints. Sagittal plane video data were collected (240?Hz) and manually digitised to calculate the kinematics of professional rugby forwards (n?=?15) and backs (n?=?15), and sprinters (n?=?18; 100?m personal best range?=?9.96–11.33?s) during the first three steps of three maximal sprint accelerations. Using a between-group research design, differences between groups were determined using magnitude-based inferences, and within-group relationships between technique variables and initial sprint acceleration performance were established using correlation. Substantial between-group differences were observed in multiple variables. Only one variable, toe-off distance, differed between groups (d?=??0.42 to ?2.62) and also demonstrated meaningful relationships with sprint performance within all three groups (r?=??0.44 to ?0.58), whereby a stance foot position more posterior relative to the centre of mass at toe-off was associated with better sprint performance. While toe-off distance appears to be an important technical feature for sprint acceleration performance in both sprinters and rugby players, caution should be applied to the direct transfer of other kinematic information from sprinters to inform the technical development of acceleration in team sports athletes.  相似文献   

Effects of cooperative versus individual learning and orienting activities during computer-based instruction     

Jamie C. Cavalier  James D. Klein 《Educational technology research and development : ETR & D》1998,46(1):5-17

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Erratum to: Bloss JE,LePrevost CE,Cofie LE,Lee JGL. Creating information resources and trainings for farmworker-serving community health workers. J Med Libr Assoc. 2022;110(1):113–118. DOI: https://doi.org/10.5195/jmla.2022.1272.     

Jamie E. Bloss 《Journal of the Medical Library Association》2022,110(1):E31

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Journal marketing in North America     

Jamie Cameron 《Learned Publishing》1993,6(2):23-27

Considers how, with the currently accelerating pace of change, publishers must adjust their attitudes and practices to stay in business and maximize the revenue from published journals; the particular difficulties of the North American market; and the nature of the economic, technological, behavioural and funding changes occurring.  相似文献   

A teacher's story,a teacher's reflections treasuring children     

Jamie Barron Jones 《Early Childhood Education Journal》1995,22(4):29-31

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