Learning effects of an experimental EFL program in Second Life     

Charles Xiaoxue Wang  Brendan Calandra  Susan T. Hibbard  Mary L. McDowell Lefaiver 《Educational technology research and development : ETR & D》2012,60(5):943-961

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Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates�� Evaluation of Scientific Information and Arguments     

Cara Gormally  Peggy Brickman  Mary Lutz 《CBE life sciences education》2012,11(4):364-377

Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students’ proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students’ proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students’ scientific literacy.  相似文献   

How epistemic reflexivity enables teacher educators’ teaching for diversity: Exploring a pedagogical framework for critical thinking     

Jo Lunn Brownlee  Terri Bourke  Leonie Rowan  Mary Ryan  Peter Churchward  Sue Walker  Lyra L’Estrange  Anita Berge  Eva Johansson 《British Educational Research Journal》2022,48(4):684-703

Recent research points to the importance of teacher educators teaching for diversity in initial teacher education programmes. Teaching for diversity is an approach to teacher education in which an understanding of specialist literature and a focus on critical thinking supports a social justice agenda as opposed to merely using different tips and tricks to prepare future teachers for teaching diverse learners in the classroom. In this study, we explored how Australian and New Zealand teacher educators negotiated a social justice agenda in teacher education programmes, using a new transdisciplinary framework of epistemic reflexivity. The Epistemic Reflexivity for Teacher Education (ER-TED) framework draws on epistemic cognition (Clark Chinn’s Aims, Ideals, Reliable epistemic processes – AIR – framework) and Margaret Archer’s reflexivity to explore knowledge claims in teacher educators’ pedagogical decision-making. The findings identified how teacher educators in our study discerned and deliberated with respect to epistemic aims for justification, which involve transformative critical thinking and critical thinking for self. They reported good knowledge (ideals) as being scholarly in nature, and reliable epistemic processes based on higher-order thinking (analysis and evaluating competing ideas) or engaging with multiple perspectives. The teacher educators in our study are clear examples of how strong overall evaluative epistemic stances enable teaching for social justice. We argue that the ER-TED framework can help us as a profession to address teaching for diversity in teacher education programmes based on the belief that the pursuit of social justice requires an evaluativist epistemic stance.  相似文献   

Teaching and learning under COVID-19 public health edicts: the role of household lockdowns and prior technology usage     

Guppy  Neil  Boud  David  Heap  Tania  Verpoorten  Dominique  Matzat  Uwe  Tai  Joanna  Lutze-Mann  Louise  Roth  Mary  Polly  Patsie  Burgess  Jamie-Lee  Agapito  Jenilyn  Bartolic  Silvia 《Higher Education》2022,84(3):487-504

Higher Education - Public health edicts necessitated by COVID-19 prompted a rapid pivot to remote online teaching and learning. Two major consequences followed: households became students’...  相似文献   

What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students     

McCutchen  Deborah  Northey  Mary  Herrera  Becky Logan  Clark  Teixeira 《Reading and writing》2022,35(2):325-351

Reading and Writing - We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1)...  相似文献   

Adolescents’ motivation for reading: group differences and relation to standardized achievement     

Christopher A. Wolters  Carolyn A. Denton  Mary J. York  David J. Francis 《Reading and writing》2014,27(3):503-533

The purpose of this study was to extend the research on adolescents’ motivation for reading by examining important group differences and the relation of motivation to standardized achievement. Adolescents (N = 406) ranging from grade 7 to grade 12 completed a self-report survey that assessed 13 different aspects of their reading motivation including multiple forms of expectancy beliefs, value, achievement goals, and social goals. Group comparisons indicated important differences between readers who had struggled and those who were more adequate readers, but relatively few differences based on gender or grade in school. Regression analysis showed that the motivational beliefs as a group, and perceived control individually, were able to predict students’ performance on a standardized measure of reading comprehension.  相似文献   

Predictors of at-risk kindergarteners’ later reading difficulty: examining learner-by-intervention interactions     

Deborah C. Simmons  Aaron B. Taylor  Eric L. Oslund  Leslie E. Simmons  Michael D. Coyne  Mary E. Little  D’Ann M. Rawlinson  Shanna Hagan-Burke  Oi-man Kwok  Minjung Kim 《Reading and writing》2014,27(3):451-479

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Parent Teacher Education Connection: Preparing Preservice Teachers for Family Engagement     

Amber L. Brown  Mary Harris  Arminta Jacobson  Judy Trotti 《The Teacher Educator》2014,49(2):133-151

This article describes the Parent Teacher Education Curriculum, a Web-based curriculum focused on instructing teachers about best practices in family involvement and assesses its impact on the knowledge and attitudes of preservice teachers related to family involvement. Pre- and post-measures of preservice teacher candidate knowledge of and attitude toward parent involvement were analyzed using multivariate analysis of variance (MANOVA) and paired-samples t-tests. Findings revealed a significant multivariate main effect for the time of knowledge assessment administration (pre vs. post): Wilks' λ = .613, F(6, 449) = 47.308, p < .001, partial eta squared = .387. This suggested that overall Knowledge increased significantly from pre- to post-administration. In addition, multivariate analysis for the time of attitude assessment administration (pre vs. post) was Wilks' λ = .982, F(3, 1548) = 9.65, p <. 001, partial eta squared = .018. This suggested that overall Attitude increased significantly from pre- to post-administration.  相似文献   

Curriculum spaces for connecting to children’s multiple mathematical knowledge bases     

Tonia J. Land  Tonya G. Bartell  Corey Drake  Mary Q. Foote  Amy Roth McDuffie  Erin E. Turner 《课程研究杂志》2019,51(4):471-493

Elementary mathematics curriculum materials can serve as a lever for instructional change. In this paper, we promote a particular kind of instructional change: supporting teachers in learning to integrate children’s multiple mathematical knowledge bases (MMKB), including children’s mathematical thinking and children’s home and community-based mathematical funds of knowledge, in instruction. A powerful means of supporting pre-service teachers in integrating children’s MMKB in instruction may be to scaffold teachers’ noticing of potential spaces in elementary mathematics curriculum materials for connecting to children’s MMKB and then developing practices for leveraging these spaces during instruction. We focus on existing and potential spaces in written curriculum materials, or curriculum spaces, so as to better support teachers in enacting curriculum that opens spaces for connecting to children’s MMKB.  相似文献   

Book reviews     

T. Neville Postlethwaite  Birgit Brock-Utne  R. Murray Thomas 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(1-2):141-144

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