Revising General Education Math Courses with Partner Discipline Input     

H. Hirst  K. Palmer 《PRIMUS》2019,29(9):950-964

Abstract

The authors describe working with partner disciplines during the process of updating mathematics courses for the general education quantitative literacy requirement. The conversations resulted in significant changes to the business calculus course and a rich listing of applications to be incorporated into the college algebra course from technical fields such as industrial design, exercise science, and building science.  相似文献   

A classroom observational study of Qatar's independent schools: Instruction and school reform     

Douglas J. Palmer  Hissa M. Sadiq  Patricia Lynch  Dawn Parker  Radhika Viruru  Stephanie Knight 《The Journal of educational research》2016,109(4):413-423

Qatar initiated a K–12 national educational reform in 2001. However, there is limited information on the instructional practices of the teachers in the reform schools. This project was an observational study of classrooms with a stratified random sample of the first six cohorts of reform schools. Specifically, 156 classrooms were observed in 29 reform schools. Instructional differences were noted in schools with different gender of students and were moderated by school level. Implications of findings were discussed pertaining to implementation of the Qatar national reform and professional development needs of teachers.  相似文献   

College student epistemological perspectives across knowledge domains: A proposed grounded theory   总被引：1，自引：0，他引：1  

Betsy Palmer  Rose M. Marra 《Higher Education》2004,47(3):311-335

Scholars have studied epistemologicaldevelopment – or how one understands knowledgeand knowing – of college students for manyyears. Research in this domain has includedbenchmarking studies of epistemologicaldevelopment, examinations of how curricularinnovations impact epistemology, and somestudies of differences in epistemologicaldevelopment based on disciplinary areas. Thelatter group of studies has generally focusedon differences in epistemological beliefs forstudents who are studying in two differentdomains (e.g., nursing students versus physicsstudents). In this study, we qualitativelyinvestigate whether the epistemologicalperspectives of 60 science/engineering collegestudents differs across the disciplinary areasof the sciences and the humanities. Our resultsindicate that such differences do exist andinclude a proposed grounded theory thatdescribes how students' epistemologies may varyacross knowledge domains.  相似文献   

Lesjes van de nederlanders: Little lessons from the Dutch to promote educational quality     

Barbara H. Palmer 《Research in higher education》1996,37(1):69-88

Using a multisite case study approach, this study explores quality assessment and accountability in Dutch university education. It describes their national system of quality assurance and the various models that are being successfully employed to implement it. It summarizes the range of apparent effects and influences that quality assurance has had on Dutch higher education. Finally, it invites comparison with American higher education to promote speculation about implications for policy and professional practice.  相似文献   

Sources of Self-efficacy in a Science Methods Course for Primary Teacher Education Students   总被引：1，自引：0，他引：1  

D. H. Palmer 《Research in Science Education》2006,36(4):337-353

Self-efficacy has been shown to be an issue of concern for primary teacher education students – many of them have low self-efficacy and this can negatively affect their future teaching of science. Previous research has identified four factors that may contribute towards self-efficacy: enactive mastery experiences, vicarious experiences, verbal persuasion and physiological/affective states. It could also be argued that there are additional sources of self-efficacy that apply to primary teacher education students, namely cognitive content mastery, cognitive pedagogical mastery and simulated modelling. The main purpose of the present paper was to investigate the relative importance of the various sources of self-efficacy in a primary science methods course. Data on changes in self-efficacy and sources of self-efficacy were collected throughout the course using formal and informal surveys. It was found that the main source of self-efficacy was cognitive pedagogical mastery.  相似文献   

Environmental Thinking in the Early Years: understanding and misunderstanding of concepts related to waste management     

Joy A. Palmer 《Environmental Education Research》1995,1(1):35-45

This paper provides an overview and discussion of a study of young children's knowledge and understanding of the management of waste materials. It describes a semi‐structured interview and discussion methodology used to ascertain details of children's knowledge and misconceptions about this key environmental issue. Interviews described are with 4 and 6‐year‐old children. The paper presents examples of data recording and analysis, and raises important implications of findings for teachers of children in their first 3 years in school. The study described forms a part of a larger international research project which focuses on acquisition of environmental subject knowledge and development of concern for the environment.  相似文献   

Impact of Structured Movement Time on Preschoolers’ Physical Activity Engagement     

Kara K. Palmer  Abigail L. Matsuyama  Leah E. Robinson 《Early Childhood Education Journal》2017,45(2):201-206

Preschool-aged children are not meeting national physical activity recommendations. This study compares preschoolers’ physical activity engagement during two different physical activity opportunities: outdoor free play or a structured movement session. Eighty-seven children served as participants: 40 children participated in outdoor free play and another 47 children participated in a planned movement session. Children in the movement program replaced their outdoor free play with a structured movement session on 2 days each week. All movement opportunities were 30-min in duration. Physical activity was objectively measured using accelerometers. Results show that, compared to children on the playground, children in the movement program engaged in less sedentary behaviors and more light, moderate, vigorous and moderate to vigorous physical activity. In total, children in the movement program engaged in 15.5 min of healthier physical activity behaviors as compared with children in the outdoor free play. Structured movement time appears to afford children an opportunity to engage in more physical activity than outdoor time alone. Findings support that preschool centers should provide children with a daily structured movement time that includes formalized instruction in addition to regularly scheduled outdoor free play.  相似文献   

Mentoring,Undergraduate Research,and Identity Development: A Conceptual Review and Research Agenda     

Ruth J. Palmer  Andrea N. Hunt  Michael Neal  Brad Wuetherick 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):411-426

Mentored undergraduate research has been identified as a high-impact practice that enhances teaching and learning in higher education. It is reported to influence students’ academic, affective, and behavioral outcomes. However, there is only an emerging literature related to student outcomes associated with identity development, specifically students’ personal and professional identities. This integrative literature review examines the intersections and interrelationship across mentoring, undergraduate research, and student identity development. Its results uncover the complexity of the constructs, and their dynamic interrelationship, especially when viewed through the lenses of the sociocultural perspective grounded in the notion of mediated action. Two assumptions undergird this perspective: first, that all investigation takes place at the intersection of these constructs with mediated action, not individuals in isolation, as a unit of analysis; and, second, that any study of identity must focus on an understanding of identity as multiple, dynamic, and situated in personal and cultural contexts (institutional, disciplinary, and external community culture and values). Thus, the sociocultural perspective and its underlying assumptions shape the proposed research agenda. This research agenda has the potential to advance current knowledge related to mentored undergraduate research and the confluence of elements that contribute to student personal and cultural identities (academic, disciplinary, and professional). Findings from this work will inform our understanding of learning and knowledge construction in sociocultural context, and the trajectory of identity development of students engaged in high-impact learning experiences.  相似文献   

Electronic Commerce in Retailing: Differences Across Retail Formats     

Jonathan W. Palmer 《The Information Society》1997,13(1):75-91

  相似文献   

Aspirations and attitudes of students in chemistry     

D. Neerinck  C. R. Palmer 《Higher Education》1979,8(1):69-87

The attitudes of Belgian chemistry students, who had chosen their specialist study area for their final year of chemistry studies, towards organic chemistry, physical chemistry, inorganic chemistry, biochemistry and analytical chemistry were measured using an instrument based on the Osgood Semantic Differential. Major differences between the attitudes (as a function of specialist field) were found to be in the activity attitudes rather than in the evaluative or potency attitudes. The area of specialisation does not appear to markedly correspond to differences in the students' expectations of their different courses; they expect to acquire the same skills.Dr. Colin Palmer was a Guest Professor in the Chemistry Department of the KUL Campus Kortrijk at the time the research was undertaken.This article is based on the report, Attitudes Towards Subject Matter and Choice of Study Subject in Students of Chemistry, which was presented at the European Seminar on Chemical Education, Yugoslavia, 1977.The authors are grateful to Professor Frazer and Dr. Lynch for assistance in designing the aims inventory and Mrs Margaret Mudge for her help with the computation of the results.  相似文献