The effects of illustrations on children's comprehension of abstract and concrete passages     

Phillip J. Moore  Michael J. Skinner 《Journal of Research in Reading》1985,8(1):45-56

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Evaluating Discipline-Based Education Research for Promotion and Tenure     

Erin L. Dolan  Samantha L. Elliott  Charles Henderson  Douglas Curran-Everett  Kristen St. John  Phillip A. Ortiz 《Innovative Higher Education》2018,43(1):31-39

Discipline-based education research (DBER) is an emergent, interdisciplinary field of scholarship aimed at understanding and improving discipline-specific teaching and learning. The number of DBER faculty members in science, technology, engineering, and mathematics (STEM) departments has grown rapidly in recent years. Because the interdisciplinary nature of DBER involves social science, senior STEM faculty members may find it challenging to evaluate the quality or impact of DBER scholarship. This essay aims to address this issue by providing guidance on evaluating the scholarly accomplishments of DBER faculty members in a way that is useful to departmental colleagues and administrators during the tenure and promotion evaluation process.  相似文献   

The effect of β-alanine supplementation on cycling time trials of different length     

Phillip M. Bellinger  Clare L. Minahan 《European Journal of Sport Science》2016,16(7):829-836

The varying results reported in response to β-alanine supplementation may be related to the duration and nature of the exercise protocol employed. We investigated the effects of β-alanine supplementation on a wide range of cycling performance tests in order to produce a clear concise set of criteria for its efficacy. Fourteen trained cyclists (Age?=?24.8?±?6.7?years; VO_2max?=?65.4?±?10.2 mL·kg·min^?1) participated in this placebo-controlled, double-blind study. Prior to supplementation, subjects completed two (familiarization and baseline) supramaximal cycling bouts until exhaustion (120% pre-supplementation VO_2max) and two 1-, 4- and 10-km cycling time trial (TT). Subjects then supplemented orally for 4 weeks with 6.4?g/d placebo or β-alanine and repeated the battery of performance tests. Blood lactate was measured pre-exercise, post-exercise and 5 min post-exercise. β-alanine supplementation elicited significant increases in time to exhaustion (TTE) (17.6?±?11.5 s; p?=?0.013, effect compared with placebo) and was likely to be beneficial to 4-km TT performance time (?7.8?±?8.1 s; 94% likelihood), despite not being statistically different (p?=?0.060). Performance times in the 1- and 10-km TT were not affected by treatment. For the highly trained cyclists in the current study, β-alanine supplementation significantly extended supramaximal cycling TTE and may have provided a worthwhile improvement to 4-km TT performance. However, 1- and 10-km cycling TT performance appears to be unaffected by β-alanine supplementation.  相似文献   

The Graduation Efficiency Index: Validity and Use as an Accountability and Research Measure     

Gillmore  Gerald M.  Hoffman  Phillip H. 《Research in higher education》1997,38(6):677-697

Legislatures and coordinating boards are looking for efficiency measures as greater numbers of students wish access to higher education. We propose the Graduation Efficiency Index (GEI) as an efficiency measure that is more valid and useful than elapsed time from matriculation to degree (time to degree). The index is computed by subtracting the number of transfer credits from the minimum credits required for the degree, then dividing the remainder by the sum of the enrollment census day credits in which the given student has enrolled while in college. Research is reported in which this index is applied to data from 1993–94 University of Washington bachelor-degree recipients. Among the results, nontransfers were found to graduate with more efficiency than transfers and B.A.-degree recipients with more efficiency that B.S. recipients. The GEI correlated only modestly with time to degree and part-time vs. full-time enrollment status, and correlations with admissions data were quite small.  相似文献   

Financial challenges in higher education: community college leadership style and ranking     

Phillip D. Price  Douglas K. Schneider 《Community College Journal of Research & Practice》2016,40(6):508-522

A large number of new community college presidents will be hired in the next 5 years due to vacancies. New leaders must be prepared to lead their institutions through the challenges facing community colleges. Forty-one community college presidents in North Carolina participated in our research (70.7% response rate). We found that community college presidents’ perceptions of their management styles all fall within the “team management” orientation according to the Blake and Mouton Managerial Grid (Blake & Mouton, 1964). We then examined the financial management challenges faced by community college presidents and found empirical evidence regarding how community college presidents rank six of the most critical financial challenges identified in the literature. Presidents’ rankings of the six most critical financial challenges showed that the three most pressing concerns are maintaining student access during times of increasing educational costs, managing enrollment during times of decreasing state funding, and lowering costs without damaging academic quality.  相似文献   

Developing evaluative judgement: enabling students to make decisions about the quality of work     

Joanna Tai  Rola Ajjawi  David Boud  Phillip Dawson  Ernesto Panadero 《Higher Education》2018,76(3):467-481

Evaluative judgement is the capability to make decisions about the quality of work of oneself and others. In this paper, we propose that developing students’ evaluative judgement should be a goal of higher education, to enable students to improve their work and to meet their future learning needs: a necessary capability of graduates. We explore evaluative judgement within a discourse of pedagogy rather than primarily within an assessment discourse, as a way of encompassing and integrating a range of pedagogical practices. We trace the origins and development of the term ‘evaluative judgement’ to form a concise definition then recommend refinements to existing higher education practices of self-assessment, peer assessment, feedback, rubrics, and use of exemplars to contribute to the development of evaluative judgement. Considering pedagogical practices in light of evaluative judgement may lead to fruitful methods of engendering the skills learners require both within and beyond higher education settings.  相似文献   

Credentials,talent and cultural capital: a comparative study of educational elites in England and France     

Phillip Brown  Sally Power  Gerbrand Tholen  Annabelle Allouch 《British Journal of Sociology of Education》2016,37(2):191-211

This article examines student accounts of credentials, talent and academic success, against a backdrop of the enduring liberal ideal of an education-based meritocracy. The article also examines Bourdieu’s account of academic qualifications as the dominant source of institutionalised cultural capital, and concludes that it does not adequately account for comparative differences in the social structure of competition and ideological shifts in class (re)production in different national contexts. This analysis is based on an empirical investigation of elite students at Oxford University and Sciences Po in Paris. We investigated how they understand the competition for a livelihood and whether they see themselves as more ‘talented’ than students from non-elite universities. This investigation revealed important similarities and differences between British and French students that have significant sociological implications for the (re)production and legitimation of educational and labour market inequalities.  相似文献   

A new science and engineering career interest survey for middle school students     

Edward P. Donovan  Robert H. Fronk  Phillip B. Horton 《科学教学研究杂志》1985,22(1):19-30

This study describes the development and validation of a science and engineering (S/E) career interest survey (CIS). This 56 question survey was developed to measure the overall S/E career interests of 7th through 9th grade students. In the CIS, a S/E career is characterized as one which requires the completion of at least a four-year college program with a major in science, science education, or engineering. The CIS is divided into four major parts. In Part I (30 questions), students are expected to select from occupational activities, while in Part II (20 questions) they are to select from various occupations. Part III (5 questions) and Part IV together make up the CIS internal verification scale. The CIS test-retest reliability coefficients for one week and eight months were calculated as 0.96 (n = 57, grades 7–9) and 0.78 (n = 1937, grade 8), respectively. The KR-21 estimate for the CIS was calculated as 0.92. Criterion-related validity coefficients were calculated in two ways: (a) CIS scores were correlated with the Kuder GIS science subscale (r = 0.75, n = 45, grades 7–9), and (b) CIS scores were correlated with a CIS internal verification scale (r = 0.59, n = 127, grades 7–9). Evidence to support the construct validity of the CIS was collected by two methods: (a) for 7–9 grade students (n = 45), the CIS score was found to correlate 0.75 with the scientific subscale and ?0.42 with the artistic sub-scale, of the Kuder GIS. (b) the second method compared the scores of known groups. Test results for students in grades 7-9 (n = 127; n = 1937) showed a statistically significant difference between the scores of boys and girls on S/E career interest. The readability of the CIS was seventh grade level.  相似文献   

The Effects of Chronological Age and Information Media on Teacher Screening Decisions for Elementary School Principals*     

I. Phillip Young  F. Paul Chounet 《Journal of Personnel Evaluation in Education》2003,17(2):157-172

Screening decisions made by public school administrators have been shown to be influenced by the chronological age of teacher candidates and have been examined through a single medium consisting of paper credentials mailed to principals in the field setting. However, today, unlike the past, teacher candidates have available to them several different mediums for communicating their interests and personal information to potential employers in the public school setting. To determine the impact of different mediums (traditional, CD-ROM, & Web page) and specific messages (masked or unmasked for chronological age) on screening decisions made by elementary school principals, an experimental study was conducted. Results indicated that principals may well overlook many qualified teacher candidates choosing to use electronic mediums for communicating their credentials to organizational representatives at the screening stage of the selection process.  相似文献   

The Conceptual and Disciplinary Segregation of Disability: a Phenomenography of Science Education Graduate Student Learning     

Boda  Phillip A. 《Research in Science Education》2021,51(6):1725-1758

Science teacher education has long sought to educate new science teachers to more fully understand “Science-for-all” and prepare them to effectively navigate diverse contexts. To adopt this “Science-for-all” mantra, we need to address what the labeling (i.e., categorical labeling and/or mislabeling) of students with disabilities means for science teacher education. This paper provides a critical inquiry to ground the claim that disability operates subversively and unrecognized as a marker of difference similar to labels that produce exclusion in science education (e.g., race, class, and gender). Using a phenomenographic design, this research studied graduate students’ conceptualizations of disability as they progressed through the only required diversity course at a large, urban university in the American northeast. Primary data sources included in-depth, pre-/post-course interviews with supplemental data collected from biweekly course reflections. Phenomenographic data analyses addressed to what extent these graduate students embraced a disability studies perspective relative to disability—i.e., viewing disability beyond merely individual deficit. Findings suggest that the course sustained the relatively static conceptualizations about disability held by the participants related to individual deficiency rather than pushing for more critical views of disability beyond deficiency. Implications are discussed in relation to multicultural science teacher education course goals.

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