Computer science in K-12 school curricula of the 2lst century: Why,what and when?     

Mary Webb  Niki Davis  Tim Bell  Yaacov J. Katz  Nicholas Reynolds  Dianne P. Chambers  Maciej M. Sysło 《Education and Information Technologies》2017,22(2):445-468

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.  相似文献   

The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: A 3-Yr Laboratory Research Experience for Inner-City Secondary-Level Students          下载免费PDF全文

Marilyn A. Niemann  Michael L. Miller  Thelma Davis 《CBE life sciences education》2004,3(3):162-180

This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what “real” science is like. The students are also exposed to scientific seminars and university tours as well as English and mathematics workshops designed to help them analyze their laboratory data and prepare for their closing ceremony presentations. Qualitative and quantitative analysis of student performance in these programs indicates that participants not only learn the vocabulary, facts, and concepts of science, but also develop a better appreciation of what it is like to be a “real” scientist. In addition, the college-bound 3-yr graduates of this program appear to be better prepared to successfully academically compete with graduates of other high schools; they also report learning useful job-related life skills. Finally, the critical conceptual components of this program are discussed so that science educators interested in using this model can modify it to fit the individual resources and strengths of their particular setting.  相似文献   

Looking in the mirror: Teachers' use of autobiography and action research to improve practice     

Dr Nancy T. Davis 《Research in Science Education》1996,26(1):23-32

This study presents an argument for valuing subjective, reflective knowledge based on Habermas' category of cognitive interest of emancipatory knowing. Using the teachers' autobiographies and action research as data sources, the process of personal empowerment is explored. A model of change derived from analysis of teachers' writings is proposed that includes disturbance, alternatives, confidence and action.  相似文献   

Perceived Benefit of CACREP (2001) Core Curriculum Standards     

Jason M. McGlothlin  Thomas E. Davis 《Counselor Education & Supervision》2004,43(4):274-285

The purpose of this study was to evaluate the perceived benefit of the core curriculum standards of the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001). A total of 641 individuals, whose names were obtained from a 6% proportional randomized sample of members from the American Mental Health Counselors Association, American School Counselor Association, and Association for Counselor Education and Supervision, responded to this study. Results suggest various perceptions both within and between groups regarding the 8 CACREP core curriculum standards.  相似文献   

Long-term retention of fear-potentiated startle following a short training session     

Serge Campeau  Keng C. Liang  Michael Davis 《Learning & behavior》1990,18(4):462-468

The permanence of aversive memories has been reported to vary when assessed with conditioned emotional response procedures (months) versus avoidance response measures (days). When evaluated with the potentiated startle paradigm, five light-shock pairings at a 2-min intertrial interval produced highly reliable potentiated startle, which was similar in magnitude from 1 to 28 days after training and maximal using a 0.6-mA footshock intensity. These results are consistent with such measures as conditioned emotional response procedures, in which aversive memories have been observed after months following originaltraining. The results obtained with various shock intensities are also discussed in the context of other indices of fear.  相似文献   

A perinatal intervention program for urban american indians part 2: the story of a program and its implications for practice          下载免费PDF全文

Prater SL  Davis CL 《The Journal of perinatal education》2002,11(2):23-32

This is the story of how a culturally aware staff successfully intervened with a clientele of another culture. A high infant mortality rate for American Indians in Milwaukee, WI, prompted a community health agency to initiate a program to address the problem. Efforts were made to educate the American Indian community about the importance of both prenatal and postnatal care. Part 1 of this report was published (Davis & Prater, 2001) and presented the design and implementation of the program, as well as program outcomes. Here, Part 2 describes aspects of the same program, including the personal story of a client and the results of an evaluation conducted by a three-person research team. Implications for practice are also presented. Among these are suggestions for hiring and retaining staff, locating and retaining clients, addressing cultural sensitivity, and identifying administrative actions that enhance program operation. The personal stories of two additional clients are included to illustrate the difficult reality of some clients' lives and the resulting necessity for flexibility and resourcefulness on the part of program staff. This program represents the positive impact that program workers had on the problem of American Indian infant mortality.  相似文献   

Supervisees' Perceptions of Their Clinical Supervision: A Study of the Dual Role of Clinical and Administrative Supervisor     

Donna M. Tromski‐Klingshirn  Thomas E. Davis 《Counselor Education & Supervision》2007,46(4):294-304

A study of 158 postdegree counselor supervisees showed that 49% had a clinical supervisor who was also their administrative supervisor. Supervisees reported overall satisfaction with clinical supervision, with no statistically significant differences between those whose supervisor served in both clinical and administrative roles and those receiving supervision from only a clinical supervisor. Furthermore, the majority of supervisees receiving clinical and administrative supervision from the same person did not view this dual supervisory role as problematic (82% of n = 70), and 72.5% reported specific benefits. Implications for research and practice are provided, with attention given to ethical considerations.  相似文献   

Parental Behaviours Predicting Early Childhood Executive Functions: a Meta-Analysis     

Debora S. Valcan  Helen Davis  Deborah Pino-Pasternak 《Educational Psychology Review》2018,30(3):607-649

Recent research indicates that parental behaviours may influence the development of executive functions (EFs) during early childhood, which are proposed to serve as domain-general building blocks for later classroom behaviour and academic achievement. However, questions remain about the strength of the association between parenting and child EFs, more specifically which parental behaviours are most strongly associated with child EFs, and whether there is a critical period in early childhood during which parental behaviour is more influential. A meta-analysis was therefore conducted to determine the strength of the relation between various parental behaviours and EFs in children aged 0 to 8 years. We identified 42 studies published between 2000 and 2016, with an average of 12.77 months elapsing in the measurement of parent and child variables. Parental behaviours were categorised as positive (e.g. warmth, responsiveness, sensitivity), negative (e.g. control, intrusiveness, detachment) and cognitive (e.g. autonomy support, scaffolding, cognitive stimulation). Results revealed significant associations (ps < .001) between composite EF and positive (r = .25), negative (r = ?.22) and cognitive (r = .20) parental behaviours. Associations between cognitive parental behaviours and EFs were significantly moderated by child age, with younger children showing a stronger effect size, whereas positive and negative parental behaviours showed a stable association with EFs across ages. We conclude that modest, naturally occurring associations exist between parental behaviours and future EFs and that early childhood may be a critical period during which cognitive parental behaviour is especially influential.  相似文献   

ADHD Coaching With College Students: Exploring the Processes Involved in Motivation and Goal Completion     

Frances Prevatt  Shannon M. Smith  Sarah Diers  Diana Marshall  Jennifer Coleman  Emilee Valler 《Journal of College Student Psychotherapy》2017,31(2):93-111

College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching by examining undergraduate and graduate level students (n = 23) who attended individualized ADHD coaching sessions for 8 weeks. Specifically, the study examined the types of goals established, the use of weekly objectives (tasks to be completed), barriers to task completion, the use of incentives and consequences to increase motivation, and the role of task enjoyment and therapeutic benefit on task completion. The most common goals involved time management and academic performance. Results showed a significant effect for use of incentives/consequences on weekly task completion. Therapist-coach ratings were predictive of task completion, while client ratings were not. The primary barriers to task completion were lack of motivation and poor time management.  相似文献   

A comparison of sexually abused and non-sexually abused adolescents in a clinical treatment facility using the MMPI-A     

Forbey JD  Ben-Porath YS  Davis DL 《Child abuse & neglect》2000,24(4):557-568

OBJECTIVE: In the current study, the adolescent version of the Minnesota Multiphasic Personality Inventory, the MMPI-A, was used to address concerns voiced about the mixing of different developmental ages, use of inadequate comparison groups, and the lack of reliance on reliable and valid measures of psychological, behavioral, and psychosocial problems used in previous studies of sexually abused children and adolescents. METHOD: A total of 107 adolescents in residential treatment (73 boys and 34 girls) were included in the study. Seventy-two of these adolescents had reportedly been sexually abused (42 boys and 30 girls); 35 had not been abused (31 boys and 4 girls). Predictions based on previous research with adolescents were made and tested regarding which MMPI-A validity, clinical, and content scales would differ between the sexually abused and non sexually abused groups of adolescents. RESULTS: Overall, and consistent with many predictions, sexually abused adolescents had both statistically and clinically higher elevations on several MMPI-A scales than did their non-abused counterparts. No scales were more elevated for non-abused adolescents than for abused adolescents. CONCLUSIONS: Sexually abused adolescents in residential treatment, as a group, present with concerns that their non-abused counterparts did not have, or did not share to the same extent. Treatment recommendations based on the MMPI-A scale elevations are provided, limitations of the current study discussed, and directions for further research are suggested.  相似文献