Assessment360: A Promising Assessment Technique for Preservice Teacher Education     

Nicole Barnes  Anna Gillis 《The Teacher Educator》2013,48(4):288-304

The call for preservice teachers to exercise reflective practices has echoed through U.S. education policy and research for a number of years and is evident in U.S. preservice teaching standards. As a result, educator preparation programs are challenged to design learning experiences and assessments that foster reflection skills. This study describes a promising assessment technique, named Assessment360, which can be implemented during coursework to prepare future teachers to be reflective practitioners. Assessment360 is a formative assessment technique in which students reflect on the content of a quiz individually and collaboratively in order to develop a deeper and more integrated understanding of the material. Thirty-one preservice education students enrolled in an undergraduate educational psychology course participated in this research. Results of the questionnaire suggested participation in Assessment360 potentially (a) fostered reflection, (b) encouraged peer interaction and learning (i.e., collaboration), and (c) promoted timely and frequent feedback. Implications and significance are discussed.  相似文献   

A Person-Centered Approach to Understanding Teachers' Classroom Practices and Perceived School Goal Structures     

Nicole Barnes  Helenrose Fives  Jamaal Sharif Matthews  Kit Marie SaizdeLaMora 《The Teacher Educator》2013,48(4):401-415

ABSTRACT

We examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This study adds to the literature on goal theory aimed at understanding and advancing teachers' motivationally supportive practices and can be used in teacher education and development to help teachers identify, reflect on, and understand their classroom goal structures and how they relate to structures operating at the school level.  相似文献   

Supporting mathematics vocabulary instruction through mathematics curricula     

Erica M. Barnes  S. Joy Stephens 《Curriculum Journal》2013,24(3):322-341

Abstract

This study examines four of the most commonly-used core mathematics curricula in the USA for evidence of support for research-based instructional strategies for mathematics vocabulary in first and second grade. Content analyses of the teachers’ editions of two units for each grade level were analyzed per curriculum (n?=?16). Statistically significant differences among curricula were found for number of target words (range 6–51 per unit), level of difficulty of terms (basic to technical), and number of support strategies per word. Multiple means of representation varied in terms of verbal and non-verbal strategies for target terms. These differences indicate children are experiencing substantially different mathematics vocabulary learning opportunities, which may impact later mathematics achievement. Implications for practice, curriculum development, and future research are addressed.  相似文献   

Developing latent mathematics abilities in economically disadvantaged students     

Michele A. McKenna  Patricia L. Hollingsworth  Laura L. B. Barnes 《Roeper Review》2013,35(4):222-227

This Javits grant evaluation study sought to develop latent abilities in economically disadvantaged students by providing opportunities for mathematics development and acceleration. This study examined the effects of Kumon instruction, a supplementary, highly sequential, individualized method of developing mathematics skills. Whole classes of Title I elementary school students from grades two through five were divided into two groups, those with Kumon instruction and those without. All students continued with traditional textbook mathematics. Pre‐and posttests were administered to all participants to assess progress, compare standardized test results, and examine levels of acceleration. Results showed that Kumon group students improved their mathematics skill levels more than non‐Kumon group students, and they scored significantly higher than non‐Kumon group students two years after their Kumon instruction ended.  相似文献   

American Association for Health,Physical Education,and Recreation     

Matthew J. Barnes  Jeremy Fraser  Karl Coley  Blake G. Perry 《Research quarterly for exercise and sport》2013,84(4):504-510

ABSTRACT

Purpose: The purpose of this study was to identify whether post-resistance exercise (REx) blood flow restriction (BFR) can elicit a similar acute training stimulus to that offered by either heavy REx or traditional low-load BFR REx. Method: Ten men completed trials with 30% one-repetition maximum (1RM) for 5 sets of 15 repetitions without BFR (30%), with BFR during exercise (30% RD), and with postexercise BFR (30% RP) and at 75% 1RM for 3 sets of 10 repetitions. Lactate and cortisol were measured before and up to 60 min after exercise. Thigh circumference, ratings of perceived exertion (RPE), and pain were measured before and after exercise. Surface electromyography was measured during exercise. Results: All conditions had a large effect (effect size [ES] > 0.8) on lactate, with the largest effects observed with the 75% condition; no differences were observed between the 30% conditions. All conditions had a moderate effect (ES > 0.25 ≤ 0.4) on increasing thigh circumference. This effect was maintained (ES = 0.35) with the application of BFR after REx (30% RP). Change in RPE, from the first to last set, was significantly greater with 30% RD compared with other conditions (all p < .05). Electromyography amplitude was higher and percentage change was greater for the 75% condition compared with the other conditions (both p < .05). Conclusions: The application of BFR immediately post-REx altered several of the responses associated with REx that is aimed at inducing muscular hypertrophy. Additionally, these changes occurred with less pain and perceived exertion suggesting that this form of REx may offer an alternative, tolerable method of REx.  相似文献   

富有特色的“集体家书”─—五邑的侨刊乡讯     

梅伟强 《五邑大学学报(社会科学版)》1999,(3)

江门五邑是全国著名侨乡,众多的侨刊乡讯是其一大特色。文章介绍了它的历史发展及鲜明特色,分析了其长盛不衰的奥秘所在。  相似文献   

The quantitative problem of old evidence   总被引：2，自引：0，他引：2  

Barnes  EC 《The British journal for the philosophy of science》1999,50(2):249-264

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The structure of line spectra: By Linus Pauling,Ph.D., Associate Professor of Theoretical Chemistry,California Institute of Technology and Samuel Goudsmit,Ph.D., Associate Professor of Theoretical Physics,University of Michigan. 258 pages,illustrations, 8vo. New York,McGraw-Hill Book Company,Inc., 1930. Price $3.50     

James Barnes 《Journal of The Franklin Institute》1930,210(3):393

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Bridging a thirty-mile gap     

R Barnes 《Special education: forward trends》1979,6(4):21-22

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Disability,higher education and the inclusive society     

Colin Barnes 《British Journal of Sociology of Education》2007,28(1):135-145

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