The Impact of a Summer Bridge Program on Nontraditional Student Development: Teacher Care Matters     

Leah D. Hoops  Lindsay Kutrybala 《Community College Journal of Research & Practice》2013,37(11):1039-1051

Summer bridge programs (SBPs) improve the likelihood that students will succeed in postsecondary education. The majority of SBP research has focused on programs designed for underprepared high school graduates rather than nontraditional populations (i.e., older, [General Education Diploma] GED-holders, parents, etc.). This study sought to address this literature gap by taking a qualitative approach to discover how nontraditional students felt they had developed, both academically and personally, during their respective experiences with a technical and vocational SBP. Results showed that students reported growing personally and affectively (64%) more than academically (36%), and they attributed the majority of growth to instructors (77%) rather than program content (23%). Findings are discussed in terms of SBP curriculum and instructional practices that may promote nontraditional students’ college preparation and persistence to award attainment.  相似文献   

Beth Hayeled—Preschool Education for Jewish Children     

Leah Samson Gelb  Miriam Heller 《Journal of Jewish Education》2013,79(2):110-119

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PROSPECTIVE TEACHERS’ CHALLENGES IN TEACHING REASONING-AND-PROVING     

Gabriel J. Stylianides  Andreas J. Stylianides  Leah N. Shilling-Traina 《International Journal of Science and Mathematics Education》2013,11(6):1463-1490

The activity of reasoning-and-proving is at the heart of mathematical sense making and is important for all students’ learning as early as the elementary grades. Yet, reasoning-and-proving tends to have a marginal place in elementary school classrooms. This situation can be partly attributed to the fact that many (prospective) elementary teachers have (1) weak mathematical (subject matter) knowledge about reasoning-and-proving and (2) counterproductive beliefs about its teaching. Following up on an intervention study that helped a group of prospective elementary teachers make significant progress in overcoming these two major obstacles to teaching reasoning-and-proving, we examined the challenges that three of them identified that they faced as they planned and taught lessons related to reasoning-and-proving in their mentor teachers’ classrooms. Our findings contribute to research knowledge about major factors (other than the well-known factors related to teachers’ mathematical knowledge and beliefs) that deserve attention by teacher education programs in preparing prospective teachers to teach reasoning-and-proving.  相似文献   

Analysis of Student Performance in Large-Enrollment Life Science Courses     

Leah Ren��e Creech  Ryan D. Sweeder 《CBE life sciences education》2012,11(4):386-391

This study examined the historical performance of students at Michigan State University in 12 life sciences courses over 13 yr to find variables impacting student success. Hierarchical linear modeling predicted 25.0–62.8% of the variance in students’ grades in the courses analyzed. The primary predictor of a student''s course grade was his or her entering grade point average; except for the second course in a series (i.e., Biochemistry II), in which the grade for the first course in the series (i.e., Biochemistry I) was often the best predictor, as judged by β values. Student gender and major were also statistically significant for a majority of the courses studied. Female students averaged grades 0.067–0.303 lower than their equivalent male counterparts, and majors averaged grades were 0.088–0.397 higher than nonmajors. Grades earned in prerequisite courses provided minimal predictive ability. Ethnicity and involvements in honors college or science residential college were generally insignificant.  相似文献   

“GodMode is his video game name”: situating learning and identity in structures of social practice     

Leah A. Bricker  Philip Bell 《Cultural Studies of Science Education》2012,7(4):883-902

In this paper, we report on the structural nexus of one youth??s gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier??s theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth??s gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments.  相似文献   

Ladies and gentlemen     

Leah Sherman 《Communication quarterly》2013,61(1)

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Book reviews     

Leah Sprain  John Gastil 《Communication quarterly》2013,61(2):151-171

To advance deliberative theory and practice, this study considers the experiences of trial jurors who engaged in deliberation. Conceptualized as a speech event, this article inductively explores the deliberative rules and premises articulated by jurors. Jurors believe deliberation should be rigorous and democratic, including speaking opportunities for all, open-minded consideration of different views, and respectful listening. Jurors actively consider information, but face-to-face deliberation is essential for thoroughly processing evidence. Although emotions should not influence the final verdict, participants report that emotions often reinforce deliberative norms. These results inform theory and deliberative experiences in and beyond the jury.  相似文献   

Becoming a better teacher: Learning from our mistakes     

Leah E. Bryant 《Communication Studies》2013,64(2):130-132

John F. Nessly typified the pioneer Methodist preachers of the last half of the nineteenth century, whose ministry helped to civilize the Midwestern frontier. This study concerns his influence upon the religious life of the frontier community and examines his homiletic principles as reflected in his unpublished sermons and papers.  相似文献   

Developmental foundations of physiological dynamics among mother–infant dyads: The role of newborn neurobehavior     

Mengyu Gao  Bailey Speck  Brendan Ostlund  Dylan Neff  Nila Shakiba  Robert D. Vlisides-Henry  Parisa R. Kaliush  Nicolette C. Molina  Leah Thomas  K. Lee Raby  Sheila E. Crowell  Elisabeth Conradt 《Child development》2022,93(4):1090-1105

This study tested whether newborn attention and arousal provide a foundation for the dynamics of respiratory sinus arrhythmia (RSA) in mother–infant dyads. Participants were 106 mothers (M_age = 29.54) and their 7-month-old infants (55 males and 58 White and non-Hispanic). Newborn attention and arousal were measured shortly after birth using the NICU Network Neurobehavioral Scale. Higher newborn arousal predicted a slower return of infant RSA to baseline. Additionally, greater newborn attention predicted mothers’ slower return to baseline RSA following the still-face paradigm, and this effect only held for mothers whose infants had lower newborn arousal. These findings suggest that newborn neurobehavior, measured within days of birth, may contribute to later mother–infant physiological processes while recovering from stress.  相似文献   

Search methods for prognostic factor systematic reviews: a methodologic investigation     

Leah Boulos  Rachel Ogilvie  Jill A. Hayden 《Journal of the Medical Library Association》2021,109(1):23

Objective:This study retroactively investigated the search used in a 2019 review by Hayden et al., one of the first systematic reviews of prognostic factors that was published in the Cochrane Library. The review was designed to address recognized weaknesses in reviews of prognosis by using multiple supplementary search methods in addition to traditional electronic database searching.Methods:The authors used four approaches to comprehensively assess aspects of systematic review literature searching for prognostic factor studies: (1) comparison of search recall of broad versus focused electronic search strategies, (2) linking of search methods of origin for eligible studies, (3) analysis of impact of supplementary search methods on meta-analysis conclusions, and (4) analysis of prognosis filter performance.Results:The review''s focused electronic search strategy resulted in a 91% reduction in recall, compared to a broader version. Had the team relied on the focused search strategy without using supplementary search methods, they would have missed 23 of 58 eligible studies that were indexed in MEDLINE; additionally, the number of included studies in 2 of the review''s primary outcome meta-analyses would have changed. Using a broader strategy without supplementary searches would still have missed 5 studies. The prognosis filter used in the review demonstrated the highest sensitivity of any of the filters tested.Conclusions:Our study results support recommendations for supplementary search methods made by prominent systematic review methodologists. Leaving out any supplemental search methods would have resulted in missed studies, and these omissions would not have been prevented by using a broader search strategy or any of the other prognosis filters tested.

Open in a separate windowLeah Boulos  相似文献