Promoting social inclusion in the early years of elementary school: a focus on children’s epistemic beliefs for moral reasoning     

Laura Scholes  Jo Lunn Brownlee  Susan Walker  Eva Johansson  Veronica Lawson  Julia Mascadri 《International Journal of Inclusive Education》2017,21(5):507-520

As classrooms continue to diversify, there is an increasing need to understand children’s inclusive behaviours and moral reasoning. Research shows that epistemic beliefs (beliefs about knowing and knowledge) can influence reasoning for adults, but we know little about this relationship in younger children or how classroom contexts relate to epistemic beliefs for moral reasoning. Thirty-one elementary school children (mean age 6.5 years) participated in epistemic beliefs and moral reasoning tasks in the first year of a three-year longitudinal study. Findings showed that while children described objectivist epistemic beliefs (right/wrong answers) about social inclusion, their justifications revealed an unexpected, more complex set of epistemic beliefs. Implications for moral pedagogies are discussed.  相似文献   

The effect of authentic project-based learning on attitudes and career aspirations in STEM     

Margaret E. Beier  Michelle H. Kim  Ann Saterbak  Veronica Leautaud  Sandra Bishnoi  Jaqueline M. Gilberto 《科学教学研究杂志》2019,56(1):3-23

Can engaging college students in client-centered projects in science, technology, engineering, and mathematics (STEM) coursework increase interest in STEM professions? The current study explored the effectiveness of project-based learning (PjBL) courses on student attitudes, major choice, and career aspirations in STEM. Framed in expectancy-value and social cognitive career choice models, we examined the effect of engaging in at least one authentic, project-based course during the first four semesters of college on student STEM attitudes and career aspirations in a quasi-experimental study with a sample of (N = 492) natural science and engineering students. STEM self-efficacy and subjective task value variables (STEM attainment, intrinsic and utility value of STEM courses, and relative cost associated with engaging in STEM courses) were examined as mediators of the relationship between classroom project-based experiences and STEM career aspirations. Gender and underrepresented minority status were also examined. We found that engaging in at least one project-based course during the first four semesters affected student perceptions of STEM skills, perceptions of the utility value of participating in STEM courses, and STEM career aspirations. Furthermore, we found that the effect of project-based courses on STEM career aspirations was mediated by STEM skills and perceptions of course utility. The effect of PjBL was not moderated by race or gender. We highlight areas of future research and the promise of PjBL for engaging students in STEM professions.  相似文献   

Quality management of body donation program at the University of Padova     

Porzionato A  Macchi V  Stecco C  Mazzi A  Rambaldo A  Sarasin G  Parenti A  Scipioni A  De Caro R 《Anatomical sciences education》2012,5(5):264-272

Quality management improvement has become a recent focus of attention in medical education. The program for the donation of bodies and body parts (Body Donation Program) at the University of Padova has recently been subjected to a global quality management standard, the ISO 9001:2008 certification. The aim of the present work is to show how the above standard is useful in enhancing the efficiency of body donation procedures and the quality and output of medical education. The program is managed by means of the following interlinked procedures: the collection of body donations, death certificates, data, and body parts from living donors; the transportation and identification of cadavers; the management of bodies, body parts, equipment, instruments, purchasing of necessary materials, and setting up anatomical training sessions; the management of preventive and corrective actions; the management of documents and registration; the management of internal and external quality audits; and the review of outcomes and improvement planning. Monitoring indicators are identified in the numbers of donors and of donated body parts per year, education sessions, and satisfaction of learners and donors, as evaluated by questionnaires. The process management approach, the integrated involvement of medical, technical, and administrative staff in defining procedures, and the application of monitoring indicators allow quality improvement in all aspects of the Body Donation Program. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

Secondary School Teachers and Learning Style Preferences: action or watching in the classroom?     

M. Veronica 《教育心理学》1997,17(1-2):157-170

  相似文献   

A Study of Two Instructional Sequences Informed by Alternative Learning Progressions in Genetics     

Ravit Golan Duncan  Jinnie Choi  Moraima Castro-Faix  Veronica L. Cavera 《Science & Education》2017,26(10):1115-1141

Learning progressions (LPs) are hypothetical models of how learning in a domain develops over time with appropriate instruction. In the domain of genetics, there are two independently developed alternative LPs. The main difference between the two progressions hinges on their assumptions regarding the accessibility of classical (Mendelian) versus molecular genetics and the order in which they should be taught. In order to determine the relative difficulty of the different genetic ideas included in the two progressions, and to test which one is a better fit with students’ actual learning, we developed two modules in classical and molecular genetics and alternated their sequence in an implementation study with 11th grade students studying biology. We developed a set of 56 ordered multiple-choice items that collectively assessed both molecular and classical genetic ideas. We found significant gains in students’ learning in both molecular and classical genetics, with the largest gain relating to understanding the informational content of genes and the smallest gain in understanding modes of inheritance. Using multidimensional item response modeling, we found no statistically significant differences between the two instructional sequences. However, there was a trend of slightly higher gains for the molecular-first sequence for all genetic ideas.  相似文献   

A diffractive reading of dialogical feedback through the political ethics of care     

Vivienne Bozalek  Veronica Mitchell  Arona Dison  Melanie Alperstein 《Teaching in Higher Education》2016,21(7):825-838

With regard to improving higher education feedback practices, there is an increasing interest in using the efficacy of dialogue rather than the more traditional unidirectional approaches. We build on this impetus by considering how the ethics of care can be used to analyse the dialogical aspects of feedback. By diffractively reading insights of Boud and Molloy [2013a. “What is the Problem with Feedback?” In Feedback in Higher and Professional Education: Understanding it and Doing it Well, edited by D. Boud, and E. Molloy, 1–10. London: Routledge; Boud, D., and E. Molloy. 2013b. “Rethinking Models of Feedback for Learning: The Challenge of Design.” Assessment &; Evaluation in Higher Education 38 (6): 698–712] on dialogic feedback through the moral elements of care ethics, this paper proposes a novel way of discerning the extent to which the dialogical giving and receiving of feedback contributes to learning. To illustrate this, we draw on experiences from an Emerging Technologies professional development course for higher educators. We examine our own dialogical interactions of giving and receiving feedback using the moral elements of care ethics – attentiveness, responsibility, competence, responsiveness and trust, to provide a concrete example of how the ethics of care can be used productively for evaluating feedback practices.  相似文献   

International trends in health science librarianship: Part 4 – Four Southern European countries     

Evagelia Lappa  Artemis Chaleplioglou  Gaetana Cognetti  Maurella Della Seta  Federica Napolitani Cheyne  Veronica Juan‐Quilis  Laura Muñoz‐Gonzalez  Sílvia Lopes 《Health information and libraries journal》2012,29(4):338-343

This is the fourth in a series of articles exploring international trends in health science librarianship in four Southern European countries in the first decade of the 21st century. The invited authors are from Greece, Italy, Spain and Portugal. Future issues will track trends in Latin America and Central Europe. JM  相似文献   

The validity of the Devereux Early Childhood Assessment for culturally and linguistically diverse Head Start children   总被引：1，自引：0，他引：1  

Rebecca J. Bulotsky-Shearer  Veronica A. FernandezStefano Rainelli 《Early childhood research quarterly》2013

The Devereux Early Childhood Assessment (DECA) is a social-emotional assessment widely used by early childhood educational programs to inform early identification and intervention efforts. However, its construct validity is not well-established in independent samples of children from low-income backgrounds. We examined the construct validity of the teacher report of the DECA using a series of confirmatory factor analyses, exploratory factor analyses, and the Rasch partial credit model in a large sample of culturally and linguistically diverse Head Start children (N = 5,197). Findings provided some evidence for consistency in the factor structure of the three Protective Factors subscales (Initiative, Self-Control, and Attachment); however, the factor structure of the Behavioral Concerns subscale was not replicated in our sample and demonstrated poor fit to these data. Findings suggested that the 10 items of the published Behavioral Concerns subscale did not comprise a unidimensional construct, but rather, were better represented by two factors (externalizing and internalizing behavior). The use of the total Behavioral Concerns score as a screening tool to identify emotional and behavioral problems in diverse samples of preschool children from low-income backgrounds was not supported, especially for internalizing behavior. Implications for the consequential validity of the DECA for use as a screening tool in early childhood programs serving diverse populations of children and directions for future research are discussed.  相似文献   

Independence in learning: towards community     

Veronica McKay  Mike Sarakinsky  Elija Sekgobela 《Open Learning》2013,28(2):52-55

  相似文献   

Promotion of body donation and use of cadavers in anatomical education at the University of Padova     

Raffaele De Caro M.D.  Veronica Macchi M.D.  Andrea Porzionato M.D. 《Anatomical sciences education》2009,2(2):91-92

  相似文献