The Integration of Environmental Education into Two Elementary Preservice Science Methods Courses: A Content-Based and a Method-Based Approach     

Ingrid S. Weiland  Judith A. Morrison 《Journal of Science Teacher Education》2013,24(6):1023-1047

To examine the notion of environmental education (EE) as context for integrating the elementary curricula, we engaged in a multi-case study analysis (Yin 2009) of two preservice elementary science methods courses that utilized an experiential reflective approach—case one (University A) through a science content focus (i.e., sustainability) and case two (University B) through a method focus (i.e., problem-based learning). We examined preservice teachers’ understandings of EE, their ideas to incorporate EE into their future teaching, and their conceptions of EE as a context for integration. Results indicate that both foci (content and method) were successful in building EE content, helping preservice teachers to envision EE in their future classrooms, and promoting EE as a context for integrating their instruction. Based on these results, we offer recommendations for the incorporation of EE as a context for integration into the elementary science methods course.  相似文献   

Goal orientation towards teaching (GOTT) scale     

John V. Kucsera  Rochelle Roberts  Stephen Walls  Josh Walker  Marilla Svinicki 《Teachers and Teaching》2013,19(5):597-610

Goal orientation theory has been widely investigated and found to affect many motivation and behavior variables in relation to student learning and work performance. However, unlike the motivational construct of self-efficacy, researchers have yet to investigate whether this theory can be applied to the field of teaching and contribute to the explanation for trends in instructional behavior and motives. The purpose of the present study was to develop an instrument to begin the exploration of teachers’ goal orientation towards teaching. From a three-phase research design consisting of scale development, score validation, and convergent/discriminant validation, results provided support for the development of, and validity of scores on, a Goal Orientation towards Teaching (GOTT) Scale. Although further validation is needed, future researchers and practitioners can use the GOTT scale to investigate how teachers’ goal orientation towards teaching can impact student learning, teaching effectiveness, pedagogical learning, and even professional morale.  相似文献   

A Complex Case: Using the case study method to explore uncertainty and ambiguity in undergraduate business education     

Ann Rippin  Charles Booth  Stuart Bowie  Judith Jordan 《Teaching in Higher Education》2013,18(4):429-441

The case method is a definitive and foundational technology in business education. It was first developed as a vocational training tool equipping students for future employment. In this conception, the organisation was seen as a machine, and managers as the engineers who would maintain it through planned interventions. The case method allowed aspiring managers to practise intervention skills in a safe environment. Since the origins of the case method in US business schools before the First World War, conceptions of organisations have moved on. They are no longer seen as machine-like, but as complex, ambiguous, and protean. The 'wicked' problems that potential managers will face in an uncertain world require the development of critical thinking and sensemaking abilities. While the traditional approach to the case continues, its use as a vehicle to explore and manage complexity and ambiguity is emerging, although this is facing resistance from some students and staff.  相似文献   

Refusing Consumption and Querying Genre: A Partial Reading of Marie NDiaye     

Judith Still 《Parallax》2019,25(3):288-303

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Relationship between teachers' effectiveness and their tolerance for handicapped students     

R Gersten  H Walker  C Darch 《Exceptional children》1988,54(5):433-438

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Rapid Feedback Assessment Methods: Can We Improve Engagement and Preparation for Exams in Large-enrollment Courses?   总被引：1，自引：0，他引：1  

Sehoya H. Cotner  Bruce A. Fall  Susan M. Wick  J. D. Walker  Paul M. Baepler 《Journal of Science Education and Technology》2008,17(5):437-443

Scratch-off immediate feedback assessment technique (IF-AT) forms and classroom response systems (clickers) can increase student engagement and interaction and help students prepare for exams by indicating the type and level of questions they will encounter. We used the IF-AT throughout the semester in three sections of a lower-division biology class; in two, students worked on IF-AT questions in small permanent groups, and in one, students alternated between IF-AT and clickers each week. At the end of the semester, students answered surveys about instant feedback techniques. Students appreciated prompt feedback on their understanding of course material, enjoyed the group interaction and opportunities to learn from each other, and continued to have positive perceptions of instant feedback activities and to take them seriously throughout the semester. While appreciating the versatility of clicker questions, we find that the ease of use, low cost, effectiveness, and improved classroom climate of the IF-AT method are particularly commendable.  相似文献   

The Journey of Becoming a Mother     

Judith A. Lothian 《The Journal of perinatal education》2008,17(4):43-47

Nature intends that the physical and hormonal changes of pregnancy insure the growth and development not just of the baby but of the mother. The physical and emotional changes of pregnancy and, then, labor, birth, and breastfeeding play vital roles in guiding women on the journey of becoming a mother. Standard prenatal care and medicalized labor and birth interfere in powerful ways with nature''s plan and, consequently, women''s ability to negotiate this journey. In this column, these issues are explored, and implications for childbirth education are discussed.  相似文献   

Middle School Student Knowledge of and Attitudes Toward Synthetic Biology     

Walker  Justice T. 《Journal of Science Education and Technology》2021,30(6):791-802

Journal of Science Education and Technology - Synthetic biology is a field that leverages design, biology, engineering, and computation to genetically engineer organisms to make usable products...  相似文献   

In This Issue—The Impact of Birth Physiology on the Transition to Motherhood     

Judith A. Lothian 《The Journal of perinatal education》2021,30(2):59

In this column, the associate editor of The Journal of Perinatal Education discusses the impact of birth physiology on the transition to motherhood. The associate editor also describes the contents of this issue, which offer a broad range of resources, research, and inspiration for childbirth educators in their efforts to promote, support, and protect natural, safe, and healthy birth.  相似文献   

IV. CO-CONSTRUCTION OF ATTACHMENT REPRESENTATIONS AND AFFECT-REGULATING COGNITIONS: THE ROLE OF MATERNAL ATTACHMENT SECURITY     

Harriet S. Waters  Michelle A. Steiner  Widaad Zaman  Adela Apetroaia  Judith A. Crowell 《Monographs of the Society for Research in Child Development》2018,83(4):60-73

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