Using VoiceThread to Create Community in Online Learning     

Peggy M. Delmas 《TechTrends》2017,61(6):595-602

A sense of belonging to a learning community has been identified as one of the factors contributing to greater student satisfaction and persistence in online education programs. Using the community of inquiry framework as a theoretical guide, the purpose of this study was to explore the role of VoiceThread, a web-based platform that facilitates cloud communication, in creating a sense of community for U.S. adult learners in the online environment. This study surveyed 39 students in a College of Education fully online master’s program and in a blended doctoral program regarding their experiences using VoiceThread in their courses. Results indicate that students perceive VoiceThread positively in the creation of online community. Students reported feeling more connected their classmates due to the tool’s ability to add voice to online activities. Students also felt more connected to their instructor due to VoiceThread’s ability to humanize, or make the instructor seem real.  相似文献   

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   

Not Mechanics but Meaning: Error in Tertiary Students' Writing     

Gordon Taylor  Peggy Nightingale 《高等教育研究与发展》1990,9(2):161-176

This paper draws upon an extended report to the now‐defunct Commonwealth Tertiary Education Commission which analyses the errors found in over 300,000 words of writing in a British History course, produced by two groups of first year students in 1974 and 1984. There were no statistically significant differences between the two year groups. More interestingly and importantly, the results of the study indicate that the most statistically significant elements in error‐prone writing are those concerned not so much with the formal mechanics of writing but with the constitution of meaning. We interpret these results to suggest strongly that most of the problems of those writers who make many grammatical errors in their writing are problems which do not lend themselves to ‘purely’ grammatical solutions  相似文献   

Multiperspectivistic management of discourse in oral argumentation in academic settings / Gestión multiperspectivista del discurso en la argumentación oral en contextos académicos     

Juan Rodríguez  Nieves Correa  Esperanza Ceballos 《Infancia y Aprendizaje》2016,39(3):436-465

The relationship between perspectivism and oral argumentation is explored by observing eight triads of high school and university students discussing an environmental dilemma, with the aim of convincing their peers. No differences are appreciated between high school and university students regarding the frequency and duration of perspectivistic levels of discourse. When analysing such levels in the whole sample, significant differences are revealed in favour of the me (defence and explanation of own perspective) and other as an obstacle (demolition of others’ positions) levels, compared to the other strategy (legitimate persuasion) and us (search for agreement) levels. Therefore, argumentative discourse is anchored in a reasoned defense of one’s own perspective as well as in the attack on others, displaying a limited perspectivistic development. In relation to the interaction sequences, symmetrical responses are observed towards the me and other as obstacle levels, both in high school and university students, and also towards us in university students. The potential of perspectivism to improve expert argumentation is discussed.  相似文献   

Examining the Role of Web 2.0 Tools in Supporting Problem Solving During Case-Based Instruction     

Adrie A. Koehler  Timothy J. Newby  Peggy A. Ertmer 《Journal of Research on Technology in Education》2017,49(3-4):182-197

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Books for the professional     

Peggy Daly Pizzo 《Early Childhood Education Journal》1976,4(2):43-43

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Standards and assessment: coherence from the teacher’s perspective     

Sarah M. Bonner  Camila Torres Rivera  Peggy P. Chen 《Educational Assessment, Evaluation and Accountability》2018,30(1):71-92

We sought to understand how teachers’ perspectives on standards-based instructional practices, classroom assessment, and external testing do or do not show coherence and alignment. Based on survey methods (n?=?155) and interviews with a sample of secondary school teachers (n?=?9) in a large urban district in the USA, we explored general trends and individual teachers’ viewpoints. Our results suggest that the teachers’ instructional use of standards, classroom assessment preferences, and beliefs about the test-driven system are moderately correlated. Interview data provide insight into reasons teachers hold beliefs that do or do not fit well into a coherent assessment system.  相似文献   

An assessment of international college student adjustment     

Peggy G. Kaczmarek  Glenn Matlock  Rod Merta  Michael H. Ames  Meredith Ross 《International journal for the advancement of counseling》1994,17(4):241-247

International students have realistic expectations about their adjustment to college, however, they seem to experience a more difficult transition than U.S. students. Scores on the Student Adaptation to College Questionnaire for international and U.S. students are compared. The results indicated that international students scored significantly lower on the social and the institutional attachment and goal commitment subscales. The Student Adaptation to College Questionnaire may have applications in targeting international student needs.  相似文献   

Distractibility among advantaged and disadvantaged preschool children: Effects of cubicles vs. high levels of stimulation on task performance     

John W. Somervill  George A. Hill  Peggy Y. White  Dollean C. York  Darlene M. Hayes 《The Urban Review》1978,10(1):35-44

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Games for math: Thoughts to grow on     

Peggy Kaye 《Early Childhood Education Journal》1989,17(2):14-18

Every child is different when it comes to math. One child loves big numbers. Another child loves addition. A third sinks into despair at the sight of mathematical symbols — until suddenly, at age eight, an unexpected math talent develops. In one way, though, all children are the same: they like math games. Put the right game in front of a child, explain the rules, and that child will eagerly play, happy and alert.Excerpted fromGames for Math, by Peggy Kaye. © 1987. Reprinted by permission of Pantheon Books, 201 East 50th St., New York, NY 10022.  相似文献