Australia agonises over stem cells     

Nowak R 《New scientist (1971)》2002,175(2361):9

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Seeing Teacher Education Differently through Self-Study of Professional Practice     

Rachel Forgasz 《Studying Teacher Education》2017,13(2):216-224

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Learning To Read Each Other: Black Female Graduate Students Share Their Experiences at a White Research I Institution     

Meca?R.?WilliamsEmail author  Denise?N.?Brewley  R.?Judith?Reed  Dorothy?Y.?White  Rachel?T.?Davis-Haley 《The Urban Review》2005,37(3):181-199

This paper uses Black Feminist Thought to explain the lived experiences of three Black female graduate students at a White Research I institution. Through mentoring from Black female professors, the students received instrumental and psychosocial support that helped them to navigate through their graduate level work. Common themes of identity, community service missions, and empowerment provides a thread that ties the student’s narratives together. We close by offering some suggestions for further research on the Black graduate experience and mentoring Black graduate students. Meca R. Williams, Denise N. Brewley, R. Judith Reed and Dorothy Y. White are affiliated with University of Georgia. Rachel T. Davis-Haley is affiliated with University of New Orleans.  相似文献   

The pedagogical potential of drawing and writing in a primary science multimodal unit     

Rachel E. Wilson  Leslie U. Bradbury 《International Journal of Science Education》2016,38(17):2621-2641

In consideration of the potential of drawing and writing as assessment and learning tools, we explored how early primary students used these modes to communicate their science understandings. The context for this study was a curricular unit that incorporated multiple modes of representation in both the presentation of information and production of student understanding with a focus on the structure and function of carnivorous plants (CPs). Two science teacher educators and two first-grade teachers in the United States co-planned and co-taught a multimodal science unit on CP structure and function that included multiple representations of Venus flytraps (VFTs): physical specimens, photographs, videos, text, and discussions. Pre- and post-assessment student drawings and writings were statistically compared to note significant changes, and pre- and post-assessment writings were qualitatively analysed to note themes in student ideas. Results indicate that students increased their knowledge of VFT structure and function and synthesised information from multiple modes. While students included more structures of the VFT in their drawings, they were better able to describe the functions of structures in their writings. These results suggest the benefits for student learning and assessment of having early primary students represent their science understandings in multiple modes.  相似文献   

Four-year follow-up study of language impaired children     

Rachel E. Stark  Lynne E. Bernstein  Rosemary Condino  Michael Bender  Paula Tallal  Hugh Catts 《Annals of dyslexia》1984,34(1):49-68

Children identified as normal or as specifically language impaired (SLI) were given speech, language, and intelligence testing on a longitudinal basis. Fourteen normal and 29 SLI children between the ages of 4 1/2 and 8 years were tested at Time 1. They were retested three to four years later when they were 8 to 12 years old. The results indicated that both the normal and the SLI children continued to develop skills in receptive and expressive language and speech articulation across the 3- to 4-year period intervening between evaluations. Overall, however, the SLI children appeared to develop language skills at a slower than normal rate and 80% of them remained language impaired at Time 2. In addition, the majority of the SLI children manifested reading impairment at Time 2, while none of the normal children did so. The implications for the educational management of SLI children are discussed. Research supported by the March of Dimes, Grant #12-84. Presented at the 32nd Annual Conference of The Orton Dyslexia Society, Baltimore, Maryland, November 1982.  相似文献   

Footing the bill: should we all have to pay for one company's bright idea?     

Nowak R  Concar D 《New scientist (1971)》2002,174(2343):4-5

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Behavioral momentum in academics: Using embedded high‐p sequences to increase academic productivity     

David L. Lee  Phillip J. Belfiore  Mary Catherine Scheeler  Youjia Hua  Rachel Smith 《Psychology in the schools》2004,41(7):789-801

The use of high‐probability (high‐p) request sequences has enjoyed support in the applied behavioral literature as a method to increase compliance. Based on the theory of behavioral momentum, high‐probability sequences increase the rate of responding, and subsequent rate of reinforcement, within a response class. This increase in density of reinforcement results in increased responding for the response class as a whole. Early research in this area had focused mainly on compliance issues for individuals with developmental disabilities. However, more recently the utility of high‐p sequences has been examined within the context of academics. The purpose of these two experiments was to examine the use of high‐p sequences with two academic tasks—letter‐writing and mathematics problem completion. The results of these studies suggest that high‐p sequences can be used to increase academic productivity. Moreover, the addition of experimenter‐delivered reinforcers to existing high‐p sequences enhances overall behavioral persistence. Theoretical and applied implications of persistence and behavioral momentum are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 789–801, 2004.  相似文献   

HELOs and student centred learning – where's the link?          下载免费PDF全文

Rachel Sweetman 《European Journal of Education》2017,52(1):44-55

Learning outcomes are presented as a tool that can enhance teaching and learning in higher education, in particular by fostering student‐centred learning. However, the ways in which this change can and should take place and the specific kinds of enhancement involved are often unclear. This article analyses common claims about the advantages of learning outcomes for teaching and learning and their relationship to student‐centred learning. The potential links between these concepts are investigated, based on interviews with teachers and students from a range of degree programmes at Norwegian and English universities. The interviews with 29 teachers and students suggest that learning outcome approaches are influencing course planning and some aspects of teaching practice, supporting more transparency and clear communication with students and offering a way to address particularly weak or traditional teaching. However, there is limited evidence that learning outcome approaches promote student‐centred learning, and the analysis identifies several tensions between the challenges student‐centred learning ideals pose to traditional teaching practices, in terms of transferring power and choice to students, and perceived pressures to specify and assess learning outcomes. It also suggests that teachers’ and students’ beliefs about the conditions and practices that lead to the most satisfying and successful elements of learning in degree courses are unlikely to be addressed through either learning‐outcome or student‐centred reforms.  相似文献   

Creating possibilities: studying the student experience     

Rachel Ryerson 《Educational research; a review for teachers and all concerned with progress in education》2017,59(3):297-315

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Accessing the elite figured world of science     

Rachel Chaffee  Preeti Gupta 《Cultural Studies of Science Education》2018,13(3):797-805

This review explores Jackson and Seiler’s “I am smart enough to study postsecondary science: A critical discourse analysis of latecomers’ identity construction in an online forum” by considering the analytic framework for figured worlds guiding this study. We consider the specific affordances of cultural production theory for examining how sociohistorical and cultural discourses of science as elite impact individuals at every level of education. We then extend this discussion by exploring how an informal learning space at a prestigious science museum was designed to explicitly tackle cultural discourses of science as elite that act as barriers to identification with science.  相似文献