A Systematic Approach to Designing,Implementing, and Evaluating Learner-Generated Digital Media (LGDM) Assignments and Its Effect on Self-regulation in Tertiary Science Education     

Reyna  Jorge  Hanham  Jose  Vlachopoulos  Panos  Meier  Peter 《Research in Science Education》2021,51(6):1501-1527

Research in Science Education - This study explored the self-regulation strategies and learning experiences of undergraduate science students completing Learner-Generated Digital Media (LGDM)...  相似文献   

Majority and minority faculty perceptions in academe     

Adalberto Aguirre Jr.  Ruben Martinez  Anthony Hernandez 《Research in higher education》1993,34(3):371-385

This paper examines majority (white) and minority faculty perceptions in academe. It focuses on two general areas of institutional activity: employment and workplace issues, and minority affairs. The data examined in this paper are from a study of faculty at the University of Colorado (CU) system. The faculty sample in this study consisted of 73 minority faculty and 122 majority faculty. The findings reported in this paper show that minority faculty are dissatisfied with certain contexts within the post-secondary education institution, and minority faculty feel excluded from others. Discussion in this paper examines the interaction of status (majority vs. minority) and gender with perceptions of the postsecondary education institution.  相似文献   

Images of Science Linked to Labwork: A Survey of Secondary School and University Students     

Séré  Marie-Geneviève  Fernandez-Gonzalez  Manuel  Gallegos  Jose A.  Gonzalez-Garcia  Francisco  De Manuel  Esteban  Perales  F. Javier  Leach  John 《Research in Science Education》2001,31(4):499-523

This paper presents findings about the images of science drawn upon in laboratory work, by upper secondary and university students, in academic streams with a science focus. Data were collected through four written questions, administered to a total of 368 students. The questions all required students to comment on laboratory investigations carried out by research scientists or by science students. We show that students' reasoning has an epistemological and an ontological dimension, and that it often differs significantly from accepted perspectives on the nature of science. The issue for teaching appears to be showing students what counts (and what does not count) as appropriate reasoning in actual situations. In other words, explicit teaching about the various relationships that can exist between theory and data would transform labwork towards a more critical process that involves making and justifying decisions.  相似文献   

Vocational education in the Philippines     

Jose R. Vergara  Mona D. Valisno 《Studies in Educational Evaluation》1984,10(1):99-102

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Modeling context through domain ontologies   总被引：1，自引：0，他引：1  

Nathalie Hernandez  Josiane Mothe  Claude Chrisment  Daniel Egret 《Information Retrieval》2007,10(2):143-172

Traditional information retrieval systems aim at satisfying most users for most of their searches, leaving aside the context in which the search takes place. We propose to model two main aspects of context: The themes of the user's information need and the specific data the user is looking for to achieve the task that has motivated his search. Both aspects are modeled by means of ontologies. Documents are semantically indexed according to the context representation and the user accesses information by browsing the ontologies. The model has been applied to a case study that has shown the added value of such a semantic representation of context.

Daniel EgretEmail:

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Early childhood education for all: a mixed-methods study of the global policy agenda in Tanzania     

Donald R. Baum  Jimmy E. Hernandez  Ariah Orchard 《Early Years: An International Journal of Research and Development》2019,39(3):260-275

This study considers the extent to which access to basic education and student learning outcomes have become more equalized or more disparate in Tanzania following the implementation of the international Education for All (EFA) initiative, and whether early childhood education access and performance follow similar patterns. To answer these questions, we apply a mixed-methods research design, which includes a longitudinal analysis of changes in educational opportunity and a critical discourse analysis (CDA) of key education policy documents in Tanzania. Findings from our quantitative analysis suggest that social inequality is persistent across time and consistent across access and learning outcomes at the early childhood and basic education levels. The implication is that, to date, the EFA agenda has only served to reproduce social inequalities in Tanzania, with the exception of increased opportunity for girls. These results align with CDA findings assessing the global and national policy discourse, which find educational inequalities to be prioritized in language but not adequately in final targets and strategies. Given the resiliency of such education inequalities, it would appear that policy capable of removing social barriers to educational opportunity requires more attention to specific at-risk student populations.  相似文献   

Developing Learning Strategies Based on Research Projects     

Olga Ampuero-Canellas  Jimena Gonzalez-Del-Rio  Jose Ignacio Rojas-Sola 《美中教育评论》2011,(2):162-169

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Tunnelling effects in chemistry     

Sharmistha Karmakar  Deepthi Jose  Ayan Datta 《Resonance》2014,19(2):160-174

Most of the molecules react to form products by climbing a barrier. The energy involved in this climbing of the barrier is known as the activation energy of the reaction. Questions like how fast a reaction occurs can be answered by considering the height of the barrier. However, in some reactions, the reactants transform to products by directly tunnelling across the barrier instead of climbing over it. Such a purely quantum mechanical effect, which becomes more prominent for reactions at low temperatures can lead to interesting and even completely unexpected products. This effect and its consequences in representative examples are discussed.  相似文献   

Celebrating Difference: Best Practices in Culturally Responsive Teaching Online     

Xeturah Woodley  Cecilia Hernandez  Julia Parra  Beyan Negash 《TechTrends》2017,61(5):470-478

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.  相似文献   

Culturally Responsive Consultation Among Practicing School Psychologists     

Janise S. Parker  Jose M. Castillo  Sujay Sabnis  Julie Daye  Patricia Hanson 《Journal of educational and psychological consultation》2020,30(2):119-155

ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.  相似文献