Development and Validation of Instruments to Measure Learning of Expert‐Like Thinking     

Wendy K. Adams  Carl E. Wieman 《International Journal of Science Education》2013,35(9):1289-1312

This paper describes the process for creating and validating an assessment test that measures the effectiveness of instruction by probing how well that instruction causes students in a class to think like experts about specific areas of science. The design principles and process are laid out and it is shown how these align with professional standards that have been established for educational and psychological testing and the elements of assessment called for in a recent National Research Council study on assessment. The importance of student interviews for creating and validating the test is emphasized, and the appropriate interview procedures are presented. The relevance and use of standard psychometric statistical tests are discussed. Additionally, techniques for effective test administration are presented.  相似文献   

The bibles of the research scientist     

Carl H Weaver 《Communication quarterly》2013,61(1):55-58

Considerable attention has been focused on the relationship between nonverbal communication behavior and student perceptions of the teacher. One important observation is that teachers frequently emit nonverbal messages that contradict their verbal ones, but the effects of this modal discrepancy are not well understood. In the present study, vocal cues are isolated as the nonverbal behavior for study. The interaction of vocal cues and verbal messages is examined with respect to its impact on teacher credibility. The results indicate that the students’ perceptions of sociability are influenced by perceived discrepancy between words and attitudes. Perception of competence, on the other hand, appears to be dependent on positive vocal cues.  相似文献   

Study and research courses as an epistemological model for didactics     

Carl Winsløw  Yves Matheron  Alain Mercier 《Educational Studies in Mathematics》2013,83(2):267-284

The aim of this paper is explain how the notion of “study and research course”, a recent construct in the anthropological theory of didactics, provides a general tool to model mathematical knowledge from a didactical perspective. We do this from two points of view. First, the notion itself arose as a tool for didactic design, particularly in mathematics teaching involving modelling type subjects, and we introduce a new diagrammatic representation in order to present and analyse a selection of such designs. Secondly, we demonstrate how the same representational tool can be used to analyse other didactic processes as study and research courses. In both cases, our examination of cases reveals that designers and teachers are often more explicit about their intention to enable students to do “research” (e.g. exploring a challenging problem) than to enable students to engage in autonomous “study”; moreover, the role for students is mostly confined to search for answers to questions raised, essentially, by the teacher. These observations point to directions which deserve more attention in design research related to the notion of study and research course.  相似文献   

Organizing a Speaker's Bureau for Effective Public Relations     

Dr. Carl T. Pacacha 《Clearing house (Menasha, Wis.)》2013,86(6):281-282

This article describes an international servicelearning project in Bolivia undertaken by faculty and students from Widener University. The authors examine characteristics of the student group, trip preparation, and lessons learned from the experience. The article discusses the American cultural biases that emphasize personal comfort and individual self-fulfillment over acceptance of foreign ways of life, and it highlights the unique learning experience afforded by political turmoil and finding oneself in the role of the "other." The authors conclude that domestic service experience and team building should be less important to preparation than intercultural communication training, language proficiency, and exercises in deep reflection.  相似文献   

Winter Thoughts     

Carl K. Bomberger 《The Educational forum》2013,77(2)

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Knowledge of the Sun     

Carl K. Bomberger 《The Educational forum》2013,77(1)

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O WORDLESS TEARS     

Carl Holliday 《The Educational forum》2013,77(1)

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Developing and Piloting a Baselining Tool for Education for Sustainable Development and Global Citizenship (ESDGC) in Welsh Higher Education     

Alison Glover  Yvonne Jones  Jane Claricoates  Jan Morgan  Carl Peters 《Innovative Higher Education》2013,38(1):75-86

Mainstreaming Education for Sustainable Development in higher education is vital if graduates are to possess the abilities, skills, and knowledge needed to tackle the sustainability issues of the future. In this article we explain the development and piloting of a baselining tool, the Education for Sustainable Development and Global Citizenship Development Framework, developed with support from the Higher Education Funding Council for Wales. We draw comparisons with the Sustainability, Tracking, Assessment and Rating System Program, developed by the North American Association for the Advancement of Sustainability in Higher Education. The resulting framework offers consistency with existing Welsh Government strategic documentation, builds on increasing momentum, and has relevance across the higher education sector globally.  相似文献   

Dos modelos explicativos de los procesos de composición escrita     

Marlene Scardamalia  Carl Bereiter 《Infancia y Aprendizaje》2013,36(58):43-64

Resumen

Se analizan dos modelos de los procesos de composición escrita Decir el conocimiento y Transformar el conocimiento con el propósito de captar las diferencias esenciales entre escritores expertos y novatos. La idea básica que subyace a estos modelos es que la principal diferencia entre los procesos de composición de expertos y novatos radica en la manera que el conocimiento es introducido en el proceso de composición y en lo que posteriormente le sucede a ese conocimiento. Se presentan además investigaciones educativas, cuya finalidad fue la de fomentar el desarrollo del modelo Transformar el conocimiento. Se supone que la tarea del científico cognitivista debe ser no sólo la de describir los procesos cognitivos sino la de encontrar aquellas diferencias que son significativas desde un punto de vista educacional. Si queremos ayudar a los alumnos a adquirir una estructura de «transformar el conocimiento» en los procesos de composición, es necesario llegar a modelos explícitos de competencia madura y poder diseñar procedimientos que transformen la competencia que los alumnos traen a la tarea espontánea. Los resultados de aplicar diversas estrategias educacionales sugieren que es posible transmitir los procedimientos complejos de solución de problemas que poseen los expertos, y que al hacerlo se pueden ampliar las facultades de los alumnos para escribir. Sin embargo, los estudios educativos también indican que pasar de «decir el conocimiento» a «transformar el conocimiento» en la composición, no es un proceso de crecimiento sino de reconstrucción de una estructura cognitiva.  相似文献   

Teaching quality: relationships between passion,deep strategy to learn,and epistemic curiosity     

Jerissa de Bilde  Jan Van Damme  Carl Lamote  Bieke De Fraine 《School Effectiveness & School Improvement》2013,24(2):212-233

The current study examines the impact of alternative education on children's early school engagement in terms of school enjoyment and independent participation. A sample of 2,776 children from traditional (e.g., mainstream) and alternative (Freinet and Waldorf) Flemish schools was followed from their 3rd year of kindergarten until 3rd grade. The present study does not evidence a positive effect of alternative education on school engagement. In contrast, it was found that in alternative education children acted less independent compared to traditional schools. Furthermore, differential effects in terms of children's socioeconomic status and initial language achievement are explored. In alternative schools, children's initial level of language achievement tends to be less determinative for their school engagement compared to traditional schools.  相似文献