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101.
Pat Marsteller Lisette de Pillis Ann Findley Karl Joplin John Pelesko Karen Nelson Katerina Thompson David Usher Joseph Watkins 《CBE life sciences education》2010,9(3):165-171
In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings. 相似文献
102.
Patrick Griffin Leanne Murray Esther Care Amanda Thomas Pierina Perri 《Assessment in Education: Principles, Policy & Practice》2010,17(4):383-397
Outcomes and findings from an evidence‐based approach to targeting primary school students’ developmental reading comprehension levels for effective learning are described. Nineteen schools participated in a literacy assessment project designed to monitor and improve the reading comprehension achievement levels of their students. The project integrated a developmental approach to learning and teaching, information derived from standardised reading comprehension assessments, and professional development for teachers. Reading comprehension achievement across the schools increased at a higher rate than typically expected. Teacher discourse about teaching and learning changed from discrete skill and resource focused, to developmentally focused. The centrality of a professional learning team approach to change for the student, teacher and school is discussed. 相似文献
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SUMMARY The relationship between monotonous work, mental fatigue, and reduction in efficiency has been discussed at length in the literature. This paper examines a theory, based on the interactions revealed in those studies, that uninterrupted examination of a large number of tests over an extended period of time, leads to inconsistency in grading. Three specialists judged typed compositions of seventh-grade pupils, and independently awarded the grade of 80% to 31 papers. These compositions were submitted to 60 female teachers. Each teacher received all 31 papers, stacked in one of three different, randomly arranged sequences. The subjects, unaware of the earlier review, were asked to read the compositions in one sitting and in the order in which they were stacked, and to assign a grade. There was no communication between teachers in the project with regard to the task. The variable found to contribute significantly to the grading pattern was the order in which the essays were arranged. The first tests received lower grades, on average, than those awarded by the specialists. As the teachers worked their way through the stack, the grades gradually rose, and eventually exceeded those given by the specialists. The discrepancy between the mean evaluation of the first papers and last papers in the pile was approximately 10%. Teacher seniority and other variables tested did not contribute significantly to the process. 相似文献
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Pat Pinsent 《Children‘s Literature in Education》1989,20(2):103-110
Pat Pinsent is a Principal Lecturer in English at the Roehampton Institute, London, where she teaches children's literature to undergraduates as well as courses on language and literacy for in-service teachers. 相似文献
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Pat Wisher 《Learning, Media and Technology》1977,3(4):114-116
The paper describes an attempt to provide students with a choice of learning media with which to absorb basic library skills. We were interested in seeing whether students particularly favoured one medium rather than another, and also, from the point of view of our Media Services section, we were concerned with comparing the various formats with regard to their effectiveness in communicating this particular information 相似文献
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