The Differential Effect of Indirect Instruction in the Teaching of Sport Skills on Critical Thinking and Self-esteem of Early Adolescent Boys Placed at Risk     

Randy Bonnette  Ron E. McBride  Homer Tolson 《Sport, Education and Society》2013,18(2):183-198

The purpose of this study was to examine the differential effect of sport skills instruction (SSI) and sport skills instruction plus initiative games (SSI +) on the critical thinking (CT) and self-esteem scores of early adolescent boys placed at risk. Students in the SSI + group ( n = 36) participated in initiative games classes in addition to their sport skills activities. Students in the SSI group (n = 44) participated in the sport skills activities only. Since the boys were divided by age (10-11 & 12-13), the influence of age on the dependent variables was also investigated. Classes taught by the initiative games teacher were student-centered while the sport skills classes were teacher-centered. Significant differences between teacher behaviors occurred in interaction patterns, instructional strategies, and management concerns. There were no differences on self-esteem scores. The results supported the addition of initiative games to SSI to foster CT with this group of participants.  相似文献   

Same school,separate worlds: A sociocultural study of identity,resistance, and negotiation in a rural,lower track science classroom     

Andrew Gilbert  Randy Yerrick 《科学教学研究杂志》2001,38(5):574-598

This ethnographic study examined how rural, lower track, underrepresented students made sense of their place in school and what role school science played in their cultural reproduction. The objectives of the study were to identify key components of science classroom discourse, analyze means of negotiating these components, and explicate participants' beliefs and roles in defining microcultural identities specific to rural, underrepresented school contexts. Eight students and their teacher participated in this study, which drew heavily upon teacher and student revoicing of common events. Results showed that the quality of science instruction was subverted through a process of negotiation between students and teachers in the context of low expectations and the school culture. Implications for research and practice are discussed. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 574–598, 2001  相似文献   

Reception Studies in the Rhetoric of Science     

Randy Allen Harris 《Technical Communication Quarterly》2005,14(3):249-255

This article encourages the increased attention to issues of reception in rhetoric of science, according with the sentiment but not the argument of Paul, Charney, and Kendall's “Moving beyond the Moment.” In particular, it offers two works as exemplary of the disciplinary maturity that has occasioned this focus on reception, Ceccarelli's monograph, Shaping Science with Rhetoric, and Harris's collection, Rhetoric and Incommensurability.  相似文献   

A Model for Inverting the Advanced Calculus Classroom     

Randy Combs  Teri Bingham  Taylor Roper 《PRIMUS》2018,28(8):717-725

In this paper I discuss my experience in using the inverted classroom structure to teach a proof-based, upper level Advanced Calculus course. The structure of the inverted classroom model allows students to begin learning the new mathematics prior to the class meeting. By front-loading learning of new concepts, students can use valuable class time for exploring and solving complex problems, with the instructor available for guidance and assistance. This paper compares student performance in the inverted classroom with student performance in the direct instruction classroom. I also share student perceptions of the inverted classroom experience.  相似文献   

Situating Computer Simulation Professional Development: Does It Promote Inquiry-Based Simulation Use?     

Amanda L. Gonczi  Jennifer L. Maeng  Randy L. Bell  Brooke A. Whitworth 《学校用计算机》2013,30(3):133-152

ABSTRACT

This mixed-methods study sought to identify professional development implementation variables that may influence participant (a) adoption of simulations, and (b) use for inquiry-based science instruction. Two groups (Cohort 1, N = 52; Cohort 2, N = 104) received different professional development. Cohort 1 was focused on Web site use mechanics. Cohort 2 was situated in nature and provided three additional elements: (a) modeling simulation use within inquiry-based instruction; (b) collaboration; and (c) provision of content-relevant lesson planning time. There was no difference in the extent of simulation use between cohorts, χ²(1) = 0.878, p = .349, φ = ?0.075. Results were inconclusive for a difference in observed inquiry instruction as Fisher's Exact Test was insignificant but had a medium effect size, p = .228, φ = 0.283. Computer-based standardized tests emerged as a novel technology integration barrier. These findings have implications for school policy, professional development, and future research.  相似文献   

Technology in Science Teacher Education: Survey of Current Uses and Desired Knowledge among Science Educators     

Jon E. Pedersen  Randy K. Yerrick 《Journal of Science Teacher Education》2000,11(2):131-153

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Knowledge and Attitudes of Produce and Seafood Processors and Food Safety Educators Regarding Nonthermal Processes     

Lori F. Pivarnik  Nicole L. Richard  Robert K. Gable  Randy W. Worobo 《Journal of Food Science Education》2016,15(4):120-128

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Are There Gender Differences in How Students Write Their Essays? An Analysis of Writing Processes     

Mo Zhang  Randy E. Bennett  Paul Deane  Peter W. van Rijn 《Educational Measurement》2019,38(2):14-26

This study compared gender groups on the processes used in writing essays in an online assessment. Middle‐school students from four grades responded to essays in two persuasive subgenres, argumentation and policy recommendation. Writing processes were inferred from four indicators extracted from students’ keystroke logs. In comparison to males, on average females not only obtained higher essay scores but differed from males in their writing processes. Females entered text more fluently, engaged in more macro and local editing, and showed less need to pause at locations associated with planning (e.g., between bursts of text, at sentence boundaries). That these differences were detected after controlling for essay scores suggests that they cannot be attributed solely to disparities in group writing skill.  相似文献   

Self‐directed and distance learning: Facilitating self‐directed learning beyond the institutional setting     

D. Randy Garrison 《International Journal of Lifelong Education》2013,32(4):309-318

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Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science     

Randy L. Bell  Juanita Jo Matkins  Bruce M. Gansneder 《科学教学研究杂志》2011,48(4):414-436

This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011  相似文献