Enabling Factors of Preservice Science Teachers’ Pedagogical Content Knowledge for Nature of Science and Nature of Scientific Inquiry     

Mesci  Günkut  Schwartz  Renee S.  Pleasants  Brandy Ann-Skjold 《Science & Education》2020,29(2):263-297

Science & Education - The goal of this study was to explore the influencing factors of pre-service science teachers’ pedagogical content knowledge (PCK) for targeted aspects of nature of...  相似文献   

Negative instructor communication behaviours: exploring associations between instructor misbehaviours and the classroom learning environment     

Kaufmann  Renee 《Learning Environments Research》2020,23(2):185-193

Learning Environments Research - Given the array of positive outcomes associated with building and maintaining a positive learning environment, the purpose of this study was to explore associations...  相似文献   

留学申请中的一些问题     

Renee 《中国大学生就业》2002,(7):65-68

前面谈到,决定留学是否成功的两个基本条件是"财"和"才",至少应具备其中之一,留学才具有可能性.对于绝大部分大学生同学来说,他们的"才"是不低,但又难以到达让别人给奖学金的水平,所以'财"的问题好象更为突出.因为这一条件的制约,上文提到的留学几个热门国家和地区中,欧洲大陆尤其是法国、德国应该是大部分大学生同学们的重点考虑目标.  相似文献   

Integrating technology in a field-based teacher training program: The PT3@ASU project   总被引：4，自引：0，他引：4  

Thomas Brush  Krista Glazewski  Kathy Rutowski  Kimberly Berg  Charlotte Stromfors  Maria Hernandez Van-Nest  Laura Stock  Jean Sutton 《Educational technology research and development : ETR & D》2003,51(1):57-72

The Preparing Tomorrow’s Teachers to Use Technology (PT3) initiative has funded various efforts to improve and enhance the technology preparation of preservice teachers. At Arizona State University, these efforts have focused on providing preservice teachers with opportunities to develop, implement, and evaluate their own instructional activities that utilize technology effectively and appropriately in authentic situations, to give them the myriad of tools necessary to integrate technology into teaching and learning activities. This paper focuses on the integration of these efforts into the field-based elementary education program, and discusses our formative evaluation of the field-based technology integration model, through the following questions: What are the preliminary successes of the model with regard to student perceptions, attitudes, and integration of technology into instructional activities? and What components of the model require additions or modifications?  相似文献   

Bridging the Research-to-Practice Gap in School-Based Consultation: An Example Using Case Studies     

David Barnett  Renee Hawkins  F. Edward Lentz Jr. 《Journal of educational and psychological consultation》2013,23(3):175-190

Intervention integrity or adherence describes qualities of carrying out an intervention plan and in research is fundamentally linked to experimental validity questions addressed by measurement of independent and dependent variables. Integrity has been well described in conceptual writing but has been a continuing thorny subject in research and practice with some possibility of misunderstandings. In consultation practice, in contrast to research, adherence questions may be best viewed as a triage situation in that teams examine risks and costs of decisions and plan for sufficient intervention implementation checks accordingly. Furthermore, in consultation practice the measurement of intervention adherence is not necessarily needed for internal validity arguments if internal validity evidence is a key characteristic of prior research used in problem solving. However, adherence estimates remain critical for many aspects of decision making. As much thought and resources may be dedicated to the measurement of intervention adherence as are dedicated to the measurement of dependent variables or outcome measures for both consultation practice and research depending on the decision purpose.  相似文献   

First-generation students' academic engagement and retention     

Krista M. Soria  Michael J. Stebleton 《Teaching in Higher Education》2013,18(6):673-685

This study investigates differences in academic engagement and retention between first-generation and non-first-generation undergraduate students. Utilizing the Student Experience in the Research University survey of 1864 first-year students at a large, public research university located in the United States, this study finds that first-generation students have lower academic engagement (as measured by the frequency with which students interacted with faculty, contributed to class discussions, brought up ideas from different courses during class discussions, and asked insightful questions in class) and lower retention as compared to non-first-generation students. Recommendations that higher education faculty can follow to promote the academic engagement and retention of first-generation students are addressed.  相似文献   

Validating racism and cultural respect: testing the psychometric properties and educational impact of perceived discrimination and multiculturation for Indigenous and non-Indigenous students     

Gawaian Bodkin-Andrews  Virginia O'Rourke  Renee Grant  Nida Denson  Rhonda G. Craven 《Educational Research and Evaluation》2013,19(6):471-493

Within the field of quantitative research, the diverse and negative effects of racial discrimination have become increasingly documented across a number of outcome variables (including physical, mental, and social wellbeing); however, research on the direct effects of racism is less evident within educational settings. The present investigation explored the negative impact of perceived racial discrimination, in addition to perceptions of cultural respect (Multiculturation) on both objective (e.g., student grades) and subjective (e.g., importance of school) schooling outcomes for a sample of Indigenous Australian and non-Indigenous Australian high school students. Perceived racial discrimination was found to be one of the strongest negative predictors of a number of outcomes for Indigenous Australian students, and Multiculturation was also found to have substantial positive relations with the subjective schooling outcomes for the same group of students. That the results were also generalisable to the non-Indigenous students suggests that attempts to combat racism and promote respect may benefit all members of society.  相似文献   

Development and construct validation of the sensitivity to feedback scale     

Renee Edwards  Linda Pledger 《Communication Research Reports》2013,30(2):83-89

A scale measuring individual levels of sensitivity to feedback was developed. Factor analysis revealed four factors — Sensitivity to Attention, to Socially Desirable Feedback, to Socially Undesirable Feedback, and Anticipation of Response. Sensitivity to feedback is positively correlated with self‐monitoring, self‐esteem, and interaction involvement; negatively correlated with communication apprehension.  相似文献   

An investigation of proportional time spent in various communication activities by college students     

Larry Barker  Karen Gladney  Renee Edwards  Frances Holley  Connie Gaines 《Journal of Applied Communication Research》2013,41(2):101-109

This article examines ethics of consultants from the perspective of counter‐rational organizational theory. First, a set of four ethical questions, derived from Kohlberg, are presented. Second, a real consulting scenario is described, and the author's intervention is outlined. Finally, the implications of the case to consulting practice are discussed.  相似文献   

Crossing Borders, Breaking Boundaries: Collaboration Among Higher Education Institutions     

Stacy Duffield  Alan Olson  Renee Kerzman 《Innovative Higher Education》2013,38(3):237-250

Partnerships and collaboration have become popular in higher education; and partnerships with community agencies, K-12 schools, and businesses are common. However, formal and sustained partnerships among institutions of higher education are not nearly as widespread. This article presents a model for collaboration in higher education focused on a partnership among teacher preparation programs at three institutions. The article provides an overview of theoretical underpinnings for collaboration, the process and practices used, and lessons learned by Valley Partnership, as well as the stages of partnership development, the governance model, and key elements related to sustaining the partnership.  相似文献