Student learning in science simulations: Design features that promote learning gains     

Kathleen Scalise  Michael Timms  Anita Moorjani  LaKisha Clark  Karen Holtermann  P. Shawn Irvin 《科学教学研究杂志》2011,48(9):1050-1078

This research examines science‐simulation software available for grades 6–12 science courses. The study presented, funded by the National Science Foundation, had two objectives: a literature synthesis and a product review. The literature synthesis examines research findings on grade 6–12 student learning gains and losses using virtual laboratories and science‐simulation software, derived from a review of 79 relevant studies identified. Based on that literature, significant aspects of how such products influence student learning are identified. Tables summarize the research‐based evidence about best practices in instructional design for such virtual lab and simulation products. Some products were then reviewed as case studies to determine in what ways and to what extent they implement such research‐identified best practices. The overall goal was to consider where the most progress is being made in effective virtual‐lab and simulation products, and what directions future development should take. The intent is to inform science educators, teachers, administrators, and policy makers who are using, buying, and examining middle and high school instructional materials. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1050–1078, 2011  相似文献   

Do women publish fewer journal articles than men? Sex differences in publication productivity in the social sciences     

Dr Karen Schucan Bird 《British Journal of Sociology of Education》2011,32(6):921-937

This paper examines whether women and men publish journal articles at a level comparable with their representation within the social sciences. The paper also explores sex differences in patterns of single authorship and co-authorship. To do so, demographic data of the UK social sciences is compared with a sample of UK-authored journal articles. The findings of the study show that, overall, female academics contribute to a lower proportion of journal articles than the proportion of academic staff that they constitute. However, within certain disciplines (social policy and psychology) women publish articles at a level comparable with the proportion of the discipline that they constitute. These findings, it is argued, can be helpfully understood as both cause and consequence of the gendered academy.  相似文献   

Reconsidering SES and gender divides in literacy achievement: are the gaps across social class and gender necessary?     

Tarja Raag  Karen Kusiak  Meredith Tumilty  Anna Kelemen  Hilana Bernheimer  Jessica Bond 《教育心理学》2011,31(6):691-705

This study evaluated factors within families that enhance kindergarten reading readiness of children and are also linked to maternal education (a common proxy for SES). We were interested in identifying factors that would be more accessible to families and school administrators as sources of potential change than broad and un-malleable reflections of socio-economic status. Consistent with current research, we found that maternal education had a broad impact on the reading readiness of children. Maternal education was linked to the amount of time children spent with non-literary media (television, computers, videos, video games). Re-running analyses using time with media as a covariate resulted in reduced differences in reading outcomes of children as a function of maternal education. Effects of maternal education were reduced by the end of the kindergarten year, indicating that literacy programming implemented by the school was successful in closing this academic gap.  相似文献   

Developing relationships, being cool, and not looking like a loser: social goal orientation predicts children's responses to peer aggression     

Rudolph KD  Abaied JL  Flynn M  Sugimura N  Agoston AM 《Child development》2011,82(5):1518-1530

This research explored the contribution of social goal orientation, specifically, development (improving social skills and relationships), demonstration-approach (gaining positive judgments), and demonstration-avoidance (minimizing negative judgments). Children (N = 373; M age = 7.97, SD = .34) were followed from 2nd to 3rd grades. Validity of the social goal orientation construct was established through correlations with situation-specific goals and social adjustment. Development goals predicted adaptive responses (more effortful engagement, problem solving, advice seeking; fewer involuntary responses); demonstration goals predicted maladaptive responses (less effortful engagement, problem solving; more disengagement, retaliation). This study contributes to theoretical understanding of the process of peer aggression and interventions to promote optimal social health.  相似文献   

Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction     

Karen D. K?nings  Saskia Brand-Gruwel  Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762

Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students. Possible causes are discussed. Participatory design seems to have potential for improving education, but further research is needed.  相似文献   

Baby carriage: infants walking with loads     

Garciaguirre JS  Adolph KE  Shrout PE 《Child development》2007,78(2):664-680

Maintaining balance is a central problem for new walkers. To examine how infants cope with the additional balance control problems induced by load carriage, 14-month-olds were loaded with 15% of their body weight in shoulder-packs. Both symmetrical and asymmetrical loads disrupted alternating gait patterns and caused less mature footfall patterns. Walking was most severely compromised by back loads. Infants with less walking experience, lower levels of walking proficiency, and chubbier body proportions were more adversely affected. In addition, infants displayed a unique postural response to asymmetrical loads. In contrast to older children and adults, infants leaned with loads rather than in the opposite direction to the loads. Findings are discussed in terms of development from accommodation to compensatory strategies.  相似文献   

Step 5: has clearly defined policies, procedures for collaboration, consultation, links to community resources: the coalition for improving maternity services:     

Salt K 《The Journal of perinatal education》2007,16(Z1):28S-31S

Step 5 of the Ten Steps of Mother-Friendly Care ensures that the hospital, birth center, or home birth service has clearly defined policies and procedures for collaborating and consulting with other maternity services and for linking the mother and baby to appropriate community services during both the prenatal and the postpartum periods. The rationales and evidence in support of this step are presented.  相似文献   

Contract cheating and assessment design: exploring the relationship     

Tracey Bretag  Rowena Harper  Michael Burton  Cath Ellis  Philip Newton  Karen van Haeringen 《Assessment & Evaluation in Higher Education》2019,44(5):676-691

This paper reports on findings from a large Australian research project that explored the relationship between contract cheating and assessment design. Using survey responses from 14,086 students and 1147 educators at eight universities, a multivariate analysis examined the influence of a range of factors on the likelihood that different assessment types would prompt considerations of contract cheating in students. Perceptions of likelihood were highest among students who speak a language other than English at home. Perceptions of likelihood were also higher among students who reported there to be lots of opportunities to cheat, and amongst students who were dissatisfied with the teaching and learning environment. Perceptions of likelihood for certain assessment types were also higher in commerce and engineering than in any other discipline. Overall, four assessment types were perceived by students to be the least likely to be outsourced, however these are also the least likely to be set by educators. The analysis indicates that educators are more likely to use these assessment tasks when they report positively on organisational support for teaching and learning.  相似文献   

Higher Education Student Engagement Scale (HESES): Development and Psychometric Evidence     

Zhoc  Karen C. H.  Webster  Beverley J.  King  Ronnel B.  Li  Johnson C. H.  Chung  Tony S. H. 《Research in higher education》2019,60(2):219-244

Research in Higher Education - This study describes the development and validation of the Higher Education Student Engagement Scale (HESES). The psychometric evaluations of the scale included: (i)...  相似文献   

Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties     

Harris  Karen R.  Ray  Amber  Graham  Steve  Houston  Julia 《Reading and writing》2019,32(6):1459-1482

Reading and Writing - We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close...  相似文献