Windows into teaching and learning: professional growth of classroom teachers in an online environment     

Teresa M. Petty  Tina L. Heafner  Abiola Farinde  Michelle Plaisance 《Technology, Pedagogy and Education》2013,22(3):375-388

The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue of students gaining meaningful clinical experiences in coursework offered during the summer. Though the purpose of WiTL was initially for methods students to engage in observations of and conversations with practising classroom teachers, an unanticipated outcome occurred. In this paper, the authors describe the WiTL process and discuss the impact it had on the professional growth of the practising classroom teachers. The results indicate that WiTL encouraged teachers to utilise reflective practice in rethinking their pedagogy and used technology to facilitate professional learning community among classroom teachers.  相似文献   

An Evaluation of Four Levels of Online Training in Public Libraries     

Teresa R. Dalston  Philip M. Turner 《Public Library Quarterly》2013,32(1):12-33

This study employed a sequential, mixed-method confirmatory research design to assess the impact of the delivery of library staff asynchronous online training at four levels of instructional intervention and workplace integration on short- and long-term knowledge acquisition/retention, self-efficacy, and job performance. The study utilized a pretest, posttest, and delayed posttest design with 192 staff members from twenty-seven public libraries in the United States completing all phases of the four-month longitudinal study. The study proposed an evidence-based, comparative evaluation framework to discern effectiveness of competency-based online training and the impact of varying online training implementation practices. The study found that all levels of instructional intervention resulted in significant short-term knowledge acquisition and enhancement of self-efficacy, and the three approaches that utilized facilitation resulted in long-term knowledge acquisition and improvement in self-efficacy. The impact on long-term workplace practices resulted in unique findings for small and large libraries. The researchers recommend further research in online training evaluation and best practices in public library online training.  相似文献   

Help between disabled and ablebodied persons: An exploratory observational study of a feedback system     

Teresa L. Thompson  Louis P. Cusella 《Journal of Applied Communication Research》2013,41(2):51-68

Because of concern among both disabled and ablebodied individuals about the issue of helping behavior, an exploratory observational study of helping in three settings was undertaken. Previous research had examined the frequency with which the disabled are helped, but had not examined the communication accompanying that help. The present study was interested in investigating the behaviors which actually occur in regard to helping, rather than what people say they do. The settings included a sheltered workshop, a social activity group, and a university with a large population of disabled students. The results indicate that much helping behavior occurred, but little verbal communication accompanied that help. There were few requests for or offers of help. In the three settings studied, helping did not appear to be a serious problem. No negative reactions to offers of or requests for help were observed. There were some instances, however, when those apparently needing help did not receive it. On the basis of the observations reported in this study, seventeen tentative “rules” based on our findings have been generated.  相似文献   

Creating Interactive Online Instruction: The McGoogan Library Experience     

Teresa L. Hartman  Alissa V. Fial 《Medical reference services quarterly》2013,32(4):407-417

Online instruction is a hot topic at academic medical centers. Seizing the opportunity to join the online movement at the University of Nebraska Medical Center (UNMC), the McGoogan Library created an open access course made up of six learning modules. The modules addressed three issues: 1) supplementing one-shot library instruction, 2) offering opportunity for instruction when a librarian is not embedded in a course, and 3) showcasing the library as an online instruction supporter. This article discusses the planning process, technology used, how the modules were received, and how this initial project increased McGoogan Library's involvement in the UNMC online movement.  相似文献   

Computer-Assisted Rubric Evaluation: Enhancing Outcomes and Assessment Quality     

Teresa Isbell  David T. Goomas 《Community College Journal of Research & Practice》2013,37(12):1193-1197

This case study examines the use of computer-assisted grading rubrics using Blackboard’s ? Rubric Evaluation Report to compare expected performance for each criterion of an assignment to the students’ level of achievement. Several studies have reported on the innovative and effective delivery of how learning management systems (LMS) can deliver real-time (immediate data delivery) antecedents that inform students of performance requirements (Atkinson & Lim, 2013; Goomas, in press). The impetus, then, is to perform an analysis on each criterion of the assignment in order to determine how closely student performance matched the requirements of the rubric. Used as an analytical tool, the instructor was able to direct students to particular learning activities and to adjust teaching tactics in order to meet or exceed the rubric requirements.  相似文献   

Enzyme activity and myoglobin concentration in rat myocardium and skeletal muscles after passive intermittent simulated altitude exposure     

Santi Esteva  Pere Panisello  Joan Ramon Torrella  Teresa Pagés 《Journal of sports sciences》2013,31(6):633-640

Abstract

We studied the effect of intermittent hypobaric hypoxia exposure on lactate dehydrogenase and citrate synthase activities, together with myoglobin content, of rat myocardium, tibialis anterior, and diaphragm muscles. The intermittent hypoxia exposure programme consisted of daily 4-h sessions in a hypobaric chamber (5000 m) over a period of 22 days. Samples were taken at the end of the programme, and 20 and 40 days later, and compared with those of control animals. In myocardium, lactate dehydrogenase activity was significantly depressed in animals 20 days post-exposure (314.6 ± 15.3 IU · g^?1) compared with control animals (400 ± 14.3 IU · g^?1), while citrate synthase activity and myoglobin concentration showed a significant stepwise increase from control animals (88.2 ± 3.6 IU · g^?1 and 4.38 ± 0.13 μm · mg^?1) to animals 20 days (104.7 ± 3.7 IU · g^?1 and 5.01 ± 0.17 μm · mg^?1) and 40 days post-exposure (108.8 ± 6.5 IU · g^?1 and 5.11 ± 0.22 μm · mg^?1). In contrast, no differences were found in diaphragm and tibialis anterior muscles. Our results show that intermittent hypobaric hypoxia exposure increased the oxidative character of myocardium even 20 days after the hypoxic stimulus has ceased, and that this effect lasts for more than 40 days for citrate synthase activity and myoglobin concentration. These findings support our previous results on skeletal and cardiac muscle capillarization after passive intermittent simulated altitude exposure, thus providing morphofunctional and biochemical evidence for increased cardiac aerobic efficiency.  相似文献   

Does athletic training in volleyball modulate the components of visual evoked potentials? A preliminary investigation     

Teresa Zwierko  Wojciech Lubiński  Piotr Lesiakowski  Hanna Steciuk  Leszek Piasecki  Justyna Krzepota 《Journal of sports sciences》2013,31(16):1519-1528

Abstract

This longitudinal study investigated visual evoked potentials (VEPs) in 11 young female volleyball players who participated in extensive training for 2 years. The control group consisted of 7 age-matched female students who were not involved in any regular sports activity. Recordings of VEPs were performed twice: baseline recording (i.e., before training began) and after 2 years of systematic, volleyball-specific athletic training. The effect of athletic training on visual signal conductivity was assessed by recording the latency of N75, P100 and N135 components of the VEPs waveform. Extensive experience with volleyball training reduced signal conductivity time through visual pathway. Specifically, the latency of P100 was reduced on average by 2.2 ms during binocular viewing. Moreover, athletes had reduced N75 latency (difference of 3.3 ms) for visual stimuli that generated greater response from peripheral retina. These results indicate that sport training can affect very early sensory processing in athletes.  相似文献   

Who attends and completes virtual universities: the case of the open University of Catalonia (UOC)     

Martin Carnoy  Brenda Jarillo Rabling  Jonatan Castano-Munoz  Josep Maria Duart Montoliu  Teresa Sancho-Vinuesa 《Higher Education》2012,63(1):53-82

A highly touted feature of the so-called global “revolution” in higher education is the trend to use information technology to reach a broader clientele. Although there is evidence that students may be learning the material in on-line courses as well as in traditional face-to-face universities, how well students learn content is not the only reason they persist to a degree, and student persistence is an important goal of higher education institutions. In this paper, we make the case that the life conditions for students attending virtual universities are different from those of “traditional” students in face-to-face universities, and that this difference puts a particular (largely non-pecuniary) premium on time to degree. With our data from a Catalan virtual university, the Open University of Catalonia (UOC), we are able to test this hypothesis directly by using the heterogeneous degree structure of the Catalonian/Spanish higher education system to estimate whether the number of courses required to get various degrees (the length of the degree program) is significantly related to student persistence. The study analyzes several cohorts of students (those who entered in 2000–2003) studying in the UOC and estimates the factors that influence their degree completion. We find that the completion rate is generally low, but that students taking shorter degree courses at the UOC are much more likely to complete their degrees. This suggests that, given their clientele, on-line universities operate under very different constraints from their face-to-face counterparts. Our results are important for higher educational researchers, who have mainly focused on younger populations attending face-face universities. They also can serve university administrators who launch distance education degree programs and make high stakes decisions about them with little of no information on the likely behavior of their older students, and can serve employers who are deciding whether to subsidize their employees to take advanced degrees through on-line programs of study.  相似文献   

Developing Generic Competences in the European Higher Education Area: a proposal for teaching the principles of economics     

Manuel Salas Velasco  María Teresa Sánchez Martínez  Noelina Rodríguez Ferrero 《European Journal of Education》2012,47(3):462-476

The participation of Spain in the European Higher Education Area (EHEA) involves a number of important challenges for academics. Adapting to an educational model that is characterised by competence-based teaching is a difficult task, yet it is of paramount importance in the context of current reforms. In an educational system in which the traditional lecture prevails, learning-centred teaching represents a major cultural change with significant consequences. The objective of this study is to offer economics lecturers some practical techniques for use in the classroom. Specifically, it includes suggestions for the planning, preparation and teaching of lectures, seminars, tutorials, case studies, debates, and computer-based learning. It also provides practical advice on student assessment.  相似文献   

What do science teachers think about developing scientific competences through context-based teaching? A case study     

Teresa Lupión-Cobos  Rafael López-Castilla  Ángel Blanco-López 《International Journal of Science Education》2013,35(7):937-963

ABSTRACT

In this paper we explore the views and opinions of four secondary education science teachers regarding the teaching of scientific competences. Their views were gathered in the context of a training programme in which they had to design, implement, and assess their own teaching unit for developing students’ scientific competences by means of context-based learning. Analysis of the data yielded a set of 14 categories distributed across 5 areas: scientific competence and context-based teaching; the teacher and his/her professional environment; implementation in the classroom; development of the teaching unit; and assessment. This process also identified the aspects which teachers believed either facilitated or acted as an obstacle to the development of scientific competences through context-based teaching. We discuss the implications of our findings and suggest ways in which a shift towards a context-based approach to teaching scientific competences can best be achieved, and consider a series of factors related to teachers’ professional identity that may influence this process.  相似文献