Black Autonomy versus White Control: Black Hospitals and the Dilemmas of White Philanthropy, 1920-1940     

Gamble  Vanessa Northington 《Minerva》1997,35(3):247-267

  相似文献   

Coming out,rolling over,and playing model: possibilities beyond the trope of queer students “at-risk”     

Vanessa Russell 《Teaching Education》2014,25(2):142-155

In this article, I explore one lesbian teacher’s ethical dilemmas and resulting disappointment related to the lack of participation by queer students in the Gay Straight Alliance she helped to create. Her dilemmas hinge on the paradoxical subject position of queer teacher in tension with the “coming out imperative” and intersecting with discursive articulations of teacher-as-role model and queer students as a population “at-risk.” Grounded in scholarship that describes the discursive production of queer teacher and queer students, I explore the ways in which one group of queer students resist notions of “at-riskness” and the resulting impact on their teacher.  相似文献   

Drawing pictures during learning from scientific text: testing the generative drawing effect and the prognostic drawing effect     

Annett Schmeck  Richard E. Mayer  Maria Opfermann  Vanessa Pfeiffer  Detlev Leutner 《Contemporary educational psychology》2014

Does using a learner-generated drawing strategy (i.e., drawing pictures during reading) foster students' engagement in generative learning during reading? In two experiments, 8th-grade students (Exp. 1: N = 48; Exp. 2: N = 164) read a scientific text explaining the biological process of influenza and then took two learning outcome tests. In Experiment 1, students who were asked to draw pictures during reading (learner-generated drawing group), scored higher than students who only read (control group) on a multiple-choice comprehension test (d = 0.85) and on a drawing test (d = 1.15). In Experiment 2, students in the learner-generated drawing group scored significantly higher than the control group on both a multiple-choice comprehension test (d = 0.52) and on a drawing test (d = 1.89), but students who received author-generated pictures in addition to drawing or author-generated pictures only did not. Additionally, the drawing-accuracy scores during reading correlated with comprehension test scores (r = .623, r = .470) and drawing scores (r = .620, r = .615) in each experiment, respectively. These results provide further evidence for the generative drawing effect and the prognostic drawing effect, thereby confirming the benefits of the learner-generated drawing strategy.  相似文献   

Pedagogical content knowledge in science education: perspectives and potential for progress     

Vanessa Kind 《Studies in Science Education》2013,49(2):169-204

Pedagogical content knowledge (PCK), since its inception as teacher‐specific professional knowledge, has been researched extensively. Drawing on a wide range of literature, this paper seeks to clarify how the potential offered by PCK could be utilised to further develop science teacher education. An analysis of PCK models proposed by various researchers, together with methods of elucidating PCK in experienced and novice teachers, is provided. The paper argues that making PCK more explicit in the teacher education process may help novices adjust to teaching, as well as aiding experienced teachers in developing more reflective practices.  相似文献   

Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning     

Vanessa L. Peters  Nancy Butler Songer 《Journal of Science Education and Technology》2013,22(5):681-696

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.  相似文献   

Cultural identity central to Native American persistence in science     

Chow-Garcia  Nizhoni  Lee  Naomi  Svihla  Vanessa  Sohn  Claira  Willie  Scott  Holsti  Maija  Wandinger-Ness  Angela 《Cultural Studies of Science Education》2022,17(2):557-588

Cultural Studies of Science Education - Native Americans are the least represented population in science fields. In recent years, undergraduate and graduate level summer research programs that...  相似文献   

Aging & community health: a university–community partnership project     

Vanessa Robinson-Dooley  Kelly Dumont  Jennifer A Riapos 《Educational gerontology》2018,44(4):220-225

The purpose of this paper is to discuss how university–community partnerships can be utilized to provide affordable and accessible health care for the elderly at community health clinics. A review of community health clinics, usage data from 2013 to 2014 by a sample of aging individuals will be described along with faculty perspectives about the usefulness of the university partnership and suggestions for improving future partnerships. Recommendations for future university–community partnerships are discussed.  相似文献   

Stages of Change in Relationship Status Questionnaire: Development and Validation          下载免费PDF全文

Kathrin Ritter  Vanessa Handsel  Todd Moore 《Journal of College Counseling》2016,19(2):154-167

This study involved the development of the Stages of Change in Relationship Status (SOCRS) measure in 2 samples of college students. This scale is designed to measure how individuals progress through stages of change when terminating violent and nonviolent intimate relationships. Results indicated that the SOCRS is a reliable and valid tool to assess stages of change consistent with the guiding theory. Implications for practice are discussed.  相似文献   

Constructing Scientific Explanations: a System of Analysis for Students’ Explanations     

de Andrade  Vanessa  Freire  Sofia  Baptista  Mónica 《Research in Science Education》2019,49(3):787-807

Research in Science Education - This article describes a system of analysis aimed at characterizing students’ scientific explanations. Science education literature and reform documents have...  相似文献   

How Many Brains Does It Take to Build a New Light: Knowledge Management Challenges of a Transdisciplinary Project     

Bruno della Chiesa  Vanessa Christoph  and Christina Hinton 《Mind, Brain, and Education》2009,3(1):17-26

ABSTRACT— The Organization for Economic Cooperation and Development's (OECD) Center for Educational Research and Innovation (CERI) carried out the Learning Sciences and Brain Research project (1999–2007) to investigate how neuroscience research can inform education policy and practice. This transdisciplinary project brought many challenges. Within the political community, participation in the project varied, with some countries resisting approval of the project altogether, in the beginning. In the neuroscientific community, participants struggled to represent their knowledge in a way that would be meaningful and relevant to educators. Within the educational community, response to the project varied, with many educational researchers resisting it for fear that neuroscience research might make their work obsolete. Achieving dialogue among these communities was even more challenging. One clear obstacle was that participants had difficulty recognizing tacit knowledge in their own field and making this knowledge explicit for partners in other fields. This article analyzes these challenges through a knowledge management framework.  相似文献