About this issue     

Edward F. Iwanicki 《Educational Assessment, Evaluation and Accountability》1988,1(3):233-233

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Book reviews     

Linda A. Dove  David Atchoarena  Mary Hamilton  Colin Titmus  Myriam Bacquelaine  Manfred F. Prinz  Sheila M. Haggis  Ian Lister 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1993,39(3):235-248

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Exploring anatomy and physiology using iPad applications          下载免费PDF全文

Tandra R. Chakraborty  Deborah F. Cooperstein 《Anatomical sciences education》2018,11(4):336-345

This study examined the use of iPads with anatomy applications (apps) in the laboratory sections of the largest undergraduate course at the university, Anatomy and Physiology, serving more than 300 students. The majority of these students were nursing, exercise science/physical education and biology majors. With a student survey (student opinion) and student practicum grades as metrics, this study determined whether the introduction of this novel mobile technology improved student grades and aided the students in learning the course material. The results indicated that students’ grades improved with the introduction of the iPads, and 78% of the students reported that the iPads facilitated their ability to learn the course material. There was a positive association between frequency of app use and standardized mastery of the course material, as students who used the apps more frequently scored higher and indicated that they felt as though they had learned the material more comprehensively. Owning or having an iPad at home did not have a significant effect on the learning of the material. The general consensus by students was that iPad anatomy apps should be used frequently to better develop student understanding of the course material. Anat Sci Educ 11: 336–345. © 2017 American Association of Anatomists.  相似文献   

The linguistic construction of expert identity in professor–student discussions of science     

Alandeom W. Oliveira  Troy D. Sadler  Daniel F. Suslak 《Cultural Studies of Science Education》2007,2(1):119-150

This study examines how participation in a verbal exchange during an inquiry-based classroom activity allows three college students and their science instructor to use linguistic signs (choices of words, grammatical structures, discursive structures, prosody and poetic discourse) to construct authority and expertise. Our work explores linguistic and interactional processes of identification (the dynamic construction and transaction of expert identity) and examines how discursive strategies adopted by the professor at different moments of the verbal exchange influence the students’ subsequent discursive practices and perceptions of authority. We adopt a dialogic, socio-constructivist perspective on identity, viewing personal identities as being partially constructed via interactional positioning. Our findings reveal that the attainment of expertise involves two different types of language-mediated processes: the transmission of a professional vision or intension and the emergence of a perception of agency among students. The former is centered on referential-denotative meanings of speech (elicitation of standard account and operational definition) while the latter requires effective use of pragmatic–performative functions of speech (non-evaluative and more than minimal recipient practices). Consideration is given to the need for science instructors to be able to utilize pragmatic functions of language strategically to encourage students to position themselves within the identity of science expertise.  相似文献   

Comments on “factors involved with qualitative syntheses: A new focus for research in science education”     

Graham W. F. Orpwood 《科学教学研究杂志》1983,20(4):369-371

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Conflict-Related Emotions During Peer Disputes     

William F. Arsenio  Melanie Killen 《Early education and development》1996,7(1):43-57

The aim of this study was to investigate young children's conflict emotions during peer disputes. Twenty-seven 4- to 5-year-old children participated in four 15- minute sessions in which groups of 3 children played with table toys. Videotapes of these sessions were used to identify all conflicts and conflict roles (initiator, recipient, and observer) and all conflict-related displays of facial emotions (using the AFFEX coding system). Results indicated that initiators', recipients' and observers' emotions differed in the conflict and postconflict periods, but that there were no initial preconflict differences. Overall, conflict initiators almost exclusively expressed happiness, whereas conflict recipients expressed mostly sadness and anger. In addition, children's conflict emotions were related to the frequency with which they initiated and received conflicts. Children who expressed higher percentages of negative emotions as conflict recipients both initiated and received more conflicts, and children who expressed more happiness when initiating conflicts also initiated more conflicts. These findings have implications for how young children develop methods of conflict resolution, and how they form concepts about sociomoral emotions.  相似文献   

Interpersonal administration: Overcoming the pygmalion effect     

Alan F. Brown 《Interchange》1982,13(4):15-26

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Book reviews     

Charles F. Hoban  Robert W. Wagner  Roger Brown  James A. Fellows  Francis A. Cartier 《Educational technology research and development : ETR & D》1962,10(6):343-350

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Alternative models of learning disabilities identification: considerations and initial conclusions     

Johnson E  Mellard DF  Byrd SE 《Journal of learning disabilities》2005,38(6):569-572

The final session of the National Research Center on Learning Disabilities (NRCLD) Responsiveness-to-Intervention (RTI) Symposium, "What are alternative models to LD identification other than RTI?" included four papers that discussed concerns over the exclusive reliance on an RTI approach to learning disability identification, considerations for analyzing proposed LD identification models, and various alternatives to LD identification. The work of the participating panelists is summarized in this discussant paper, and next steps for the NRCLD in light of these presentations are suggested.  相似文献   

Factors in life science textbooks that may deter girls' interest in science     

Ellen F. Potter  Sue V. Rosser 《科学教学研究杂志》1992,29(7):669-686

In order to examine factors that may deter girls' interest in science, five seventh-grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection.  相似文献