Teaching evolutionary biology: Pressures,stress, and coping     

Joyce A. Griffith  Sarah K. Brem 《科学教学研究杂志》2004,41(8):791-809

Understanding what teachers need to be more comfortable and confident in their profession is crucial to the future of effective teachers and scientific literacy in public schools. This study focuses on the experiences of Arizona biology teachers in teaching evolution, using a clinical model of stress to identify sources of pressure, the resulting stresses, and coping strategies they employ to alleviate these stresses. We conducted focus groups, one‐on‐one interviews, and written surveys with 15 biology teachers from the Phoenix area. On the basis of their responses, teachers were clustered into three categories: “Conflicted,” who struggle with their own beliefs and the possible impact of their teaching, “Selective,” who carefully avoid difficult topics and situations, and “Scientists,” who see no place for controversial social issues in their science classroom. Teachers from each group felt that they could be more effective in teaching evolution if they possessed the most up‐to‐date information about evolution and genomics, a safe space in which to reflect on the possible social and personal implications with their peers, and access to richer lesson plans for teaching evolution that include not only science but personal stories regarding how the lessons arose, and what problems and opportunities they created. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 791–809, 2004  相似文献   

Coteaching in early childhood clinical field experiences: a cross-case study of learning affordances     

Jennifer Gallo-Fox  Lauren Stegeman 《Teaching Education》2020,31(3):298-322

ABSTRACT

Coteaching, a model for learning to teach, places teacher candidates alongside clinical educators in classrooms. Learning occurs through shared practice and on-going explication of thinking and reflection. This cross-case study of six dyads from an undergraduate early childhood inclusive preservice education program examines ways that coteaching afforded opportunities for developing collaborative and adaptive expertise. It was found that opportunities for learning these skills were afforded through coteaching student teaching experiences, although in different ways, and that limited affordances outnumbered strong learning opportunities. Implications for further development of the early childhood coteaching teacher education model, and for professional development, are discussed.  相似文献   

Identifying dyslexia in multilingual students: can phonological awareness be assessed in the majority language?     

Louise Miller Guron  Ingvar Lundberg 《Journal of Research in Reading》2003,26(1):69-82

A study of 97 students from two schools in Göteborg, Sweden, examined reading proficiency and phonological skill using a comprehensive battery of group measures in the classroom. The sample comprised 38 monolingual native‐Swedish speakers, and 59 multilingual students for whom Swedish is an additional language. Students were administered tests of non‐verbal intelligence, vocabulary, reading comprehension, word recognition and non‐vocal phonological tasks. Two sub‐groups of 26 monolingual and 26 multilingual students, matched on non‐verbal intelligence, also participated in oral word and nonword reading tasks. No significant differences were found between language groups on the separate phonological subtests or the composite phonological score after controlling for non‐verbal intelligence in hierarchical regression analyses. The language groups were equally represented at the 20th percentile on both composite phonology and word reading measures. The composite phonological score was equally powerful for both language groups in predicting word recognition. The results of the present study suggest that, given sufficient exposure to the majority language, it is possible to assess a range of phonological skills among speakers of minority languages using the same battery of tasks as for native speakers.  相似文献   

Six Leadership Models for Professional Development in Science and Mathematics   总被引：2，自引：1，他引：1  

Wallace  Josephine D.  Nesbit  Catherine R.  Miller  Anne-Courtney S. 《Journal of Science Teacher Education》1999,10(4):247-268

Journal of Science Teacher Education -  相似文献   

Research Agendas and Computer Technology Visions: The Need for Closely Watched Classrooms     

Larry Miller  John Olson 《Education and Information Technologies》1999,4(1):81-98

There are numerous research methodologies that may be applied to the study of computer technology, and each has the potential to provide insights into its usefulness. The selection of research methodologies should be driven by the nature of the questions under investigation rather than a predetermined idea that some research methods are superior to others. This article focuses on a particular methodology, case studies, and it describes their potential for making a unique contribution to our understanding of computer technology. The special value of case studies lies in helping us understand the complexities found in classrooms, where the multiple variables that influence computer use interact in complex ways. © 1999 IFIP, published by Kluwer Academic Publishers  相似文献   

Overshadowing of explicitly unpaired conditioned inhibition is disrupted by preexposure to the overshadowed inhibitor     

Aaron P. Blaisdell  Hernán I. Savastano  Ralph R. Miller 《Learning & behavior》1999,27(3):346-357

In two conditioned lick-suppression experiments with rats, the interaction of preexposure to a target stimulus and subsequent overshadowing of conditioned inhibition treatment was examined. Blaisdell, Bristol, Gunther, and Miller (1998) have demonstrated that stimulus preexposure and overshadowing counteract each other in their effects on Pavlovian excitation, producing strong excitatory responding to the target stimulus. In the present experiments, a conditioned inhibition analogue of this effect was examined. Overshadowing of conditioned inhibition (i.e., attenuation of inhibitory control of behavior by the target stimulus) was demonstrated when a more salient stimulus was compounded with the target inhibitor during conditioned inhibition training. However, the overshadowing deficit was attenuated by preexposing the target stimulus prior to overshadowing treatment. To account for this phenomenon, we contrast the comparator hypothesis (Miller & Matzel, 1988) with contemporary models that focus on associative acquisition.  相似文献   

Developing Student Metacognition through Reflective Writing in an Upper Level Undergraduate Anatomy Course     

Valerie Dean O’Loughlin  Lauren Miller Griffith 《Anatomical sciences education》2020,13(6):680-693

Incorporating metacognitive strategies in the classroom helps students monitor and adjust their learning strategies throughout the semester, and helps students progress from novice to expert learners in a subject. Journaling (i.e., reflective writing) is one metacognitive task that allows students to contemplate and articulate their skill development as they learn a new subject. The research reported here examines the use of ‘blogs’ (i.e., online journals) in an upper level undergraduate human anatomy course. The blogs both facilitated development of students' metacognitive skills and provided researchers insight into student metacognitive process. Data were examined from 92 students from three successive semesters (spring 2010, 2012 and 2014). Each student reviewed 10 radiology online cases throughout the semester and then reflected on their understanding of anatomy and radiology in an online blog for each case. A total of 927 blogs were examined for this research. The researchers used a grounded theory approach to analyze the blog narratives and develop a codebook based on common themes. The 927 blogs yielded 11,082 statements that were coded with the codebook. As the semester progressed, the blog entries showed that students demonstrated greater self-confidence in their abilities to understand the subject matter, expressed greater enthusiasm for anatomy in general, and they improved their metacognitive skills. This research illustrates that reflective writing in an undergraduate anatomy course not only facilitates improvement in student metacognitive skills, but also provides the instructor with evidence how a student progresses from novice to more experienced learner in anatomy.  相似文献   

Childhood bullying and teasing: What school personnel,other professionals,and parents can do     

Gloria E. Miller 《Psychology in the schools》1998,35(2):190-192a

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Using Deliberative Inquiry to Assess Future Needs for a Graduate HRD Curriculum: A Case Study     

Catherine M. Sleezer  James Gregson  Robert Nolan  William Venable  Melvin Miller 《Performance Improvement Quarterly》1998,11(4):76-90

The many changes in today's workplace argue for equivalent changes in educating human resource development (HRD) professionals. The need for HRD curricular changes to be thought out fully and future-focused warrants the use of systematic methods for formulating, solving, and learning more about how to formulate and solve curriculum problems. Deliberative inquiry is such a method. This research methodology is directed toward curricular decision-making as it occurs within a specific context and, simultaneously, toward learning how to formulate and solve such problems. This study focuses on how faculty members in one university department used the problem formulation phase of deliberative inquiry to assess future needs for their HRD specialization. The article first overviews the research methodology of deliberative inquiry and then describes the systematic approach-subject matter analysis-that was used to structure the problem formulation relative to HRD curricular needs. The problem formulation process clarified stakeholders' values. It also resulted in reframing the situation, which led to new insights about the issues facing the HRD curriculum and ways to address them.  相似文献   

我们并不孤单     

玛丽·L·米勒  李起 《海外英语》2009,(3)

在网球场上,我的丈夫猝死于心脏病发作后,我周围的世界都崩溃了。我六个孩子的年龄分别是10岁,9岁,8岁,6岁,3岁及18个月,我被营生和照料孩子的责任所压倒,简直是勉强挣扎求存。  相似文献