Students as Virtual Scientists: An exploration of students' and teachers' perceived realness of a remote electron microscopy investigation     

Gina Childers  M. Gail Jones 《International Journal of Science Education》2013,35(15):2433-2452

Remote access technologies enable students to investigate science by utilizing scientific tools and communicating in real-time with scientists and researchers with only a computer and an Internet connection. Very little is known about student perceptions of how real remote investigations are and how immersed the students are in the experience. This study, conducted with high school students and their teachers, explored the impact of students' perception of ownership and virtual presence during a remote investigation using a scanning electron microscope. Students were randomly assigned to one of two treatment groups: students able to select their own insect to use during the remote investigation, and students that did not select their own insects to view during the remote investigation. The results of this study showed that students in the experimental group who had choice and ownership of their insect reported being more present (less distracted) during the remote investigation than students in the control group, whereas students in the control group reported controlling the technology was easier than the experimental group. Students indicated the remote investigation was very real; however, the teachers of these students were less likely to describe the investigation as being real. The results of this study have practical implications for designing remote learning environments.  相似文献   

Developing an interpretive learning framework for understanding action research projects     

Gina Blackberry  Judith Kearney  Matthew Glen 《Educational Action Research》2013,21(2):318-330

In contemporary educational settings, school leaders and teachers face increased accountability and pressure to raise student performance. Utilising professional learning to develop individual and collective capability is a common feature of these settings. In Australia, there is evidence that many schools have implemented action research to support the improvement agenda. A significant part of this agenda is providing evidence of outcomes arising from the action cycles. Indicators of progress and outcomes provide evidence of improvement to external audiences and afford insights and feedback for participants, which assist in developing further plans to address improvement. This paper outlines the development and use of an interpretive learning framework, incorporating a two-part reflection tool, developed to assess the quality of action research projects conducted by teacher researchers in schools. To do this, individual school case accounts were initially developed from analysis of action project data. A thematic analysis was then undertaken and the emergent themes, together with pertinent action research literature, informed the basis of the tool and its two integrated elements: an innovation matrix and rubric. Both elements permit understanding of project strengths and areas for further development within individual projects.  相似文献   

Facilitating the learning of mature women students: a British perspective     

Gina Wisker 《Studies in Continuing Education》2013,35(1):66-85

The numbers and the proportion of mature women students are currently increasing in continuing and higher education in Britain. This paper addresses the issues involved in such an increase, showing that demographic changes and political support for adult returners coincides with women's wishes, demands and opportunities to take advantage of the study they missed out on at school. Reasons such as poor teaching, lack of motivation, culture and other priorities are among those examined to partially explain women's low participation in the past, their choice of subject areas, wastage and under achievement.

Models of good practice in provision for mature women students, particularly those with non‐standard entry qualifications are examined, with a specific focus on the organisation of access and pre‐access courses. Examples of higher education provision such as that of the Open University, and a variety of polytechnics and colleges provide useful models for recommendations for change for other host institutions.

Institutional and pedagogical concerns which facilitate women returners are considered: course design, course content, teaching and learning strategies, funding, hours, assessment, nursery provision and counselling support are all suggested as issues to be addressed by institutions hoping and intending to recruit, retain and facilitate the successful study of mature women students.  相似文献   

Adaptive Assistance for Learning Improvement Efforts: The Case of the Institute for Learning     

Meredith I. Honig  Gina S. Ikemoto 《Peabody Journal of Education》2013,88(3):328-363

Districts across the country face significant demands to strengthen student learning districtwide, and many are turning to intermediary organizations to help them build their capacity for such demanding, large-scale work. However, how these “learning-support intermediary organizations” assist with these capacity-building efforts is little understood. This article reports data from a largely qualitative investigation into how one such intermediary organization, the Institute for Learning (IFL) at the University of Pittsburgh, partnered with multiple urban districts to help build district capacity for districtwide learning improvements. Our conceptual framework draws on sociocultural learning theory to identify key features of the IFL-district assistance relationships that seem associated with these outcomes. We utilized data from interviews, observations, document reviews, and focus groups conducted over a five-year period. Findings elaborate specific features of their assistance relationships—which we call adaptive assistance relationships—such as enabling particular forms of modeling, tools, and opportunities for rich dialogue. We conclude with implications for the research and practice of districtwide learning improvement efforts and the participation of intermediary organizations in the process.  相似文献   

Affordances,Technical Agency,and the Politics of Technologies of Cultural Production     

Gina Neff  Tim Jordan  Joshua McVeigh-Schultz  Tarleton Gillespie 《广播与电子媒介杂志》2013,57(2):299-313

Culture Digitally is a collective of scholars, gathered by Tarleton Gillespie (Cornell University) and Hector Postigo (Temple University). With the generous funding of the National Science Foundation, the group supports scholarly inquiry into new media and cultural production through numerous projects, collaborations, a scholarly blog, and annual workshops. For more information on projects and researchers affiliated with Culture Digitally, visit culturedigitally.org or follow @CultureDig).  相似文献   

Epistemic profiles and metacognition: support for the consistency hypothesis     

Krista R. Muis  Gina M. Franco 《Metacognition and Learning》2010,5(1):27-45

Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical. Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical attained higher levels of problem-solving achievement compared to students profiled as empirical.  相似文献   

Sing a song please: Musical contexts and language learning     

Lisa M. Howarth  Gina Conti‐Ramsden 《欧洲特需教育杂志》2013,28(3):143-160

Abstract

Language for children who have special educational needs is generally recognised to be an educational objective in its own right. In the last decade, the pragmatic perspective has currently focussed attention on the contexts within which the structures of language develop and are used. It is suggested that naturalistic interactions between children and adults provide appropriate contexts for language learning. The focus of the present study was to examine the possible relationship between a musical context and language learning. A group of six language‐impaired children was studied in two routinized contexts, a lesson‐without‐music and a singing session. Child‐teacher talk in the musical and non‐musical contexts was analysed using a conversational participation coding system, which included measures of turn‐taking, initiation and imitation. The findings suggest that the addition of music to a routinized context has the potential to increase the language‐impaired child's ability to interact non‐verbally.  相似文献   

The Effect of Economic Recession on Institutional Support for Tenure-Track Librarians in ARL Institutions     

Kelly Blessinger  Gina Costello 《The Journal of Academic Librarianship》2011,37(4):307-311

The objective of this study was to reveal how the national economic recession has affected the nature and extent of support for tenure track librarians at Association of Research Libraries (ARL) member institutions. The authors surveyed 43 ARL Deans and University Librarians to discover the criteria for achieving tenure and the current institutional support for tenure-related activities. All of the responding libraries reported experiencing at least moderate reductions in their overall budgets, with the majority indicating increased workloads for faculty and reductions to monetary support for professional development. Despite this adversity, the survey indicated that the expectations for achieving tenure for librarians in the areas of research and service have not changed.  相似文献   

Examiner practices and culturally inflected doctoral theses     

Gina Wisker  Gillian Robinson 《Discourse: Studies in the Cultural Politics of Education》2014,35(2):190-205

Increase in numbers of postgraduate students worldwide represent an opportunity and necessity for nurturing and recognising the diversity of culturally inflected research topics, methodologies and expression. However, there are tensions in the definitions, encouragement and recognition of diversity in theses, and in balances of power in supervisor, student and examiner relationships involved in doctoral achievement. We consider such tensions and opportunities using small-scale qualitative research with experienced examiners. We explore ways in which examiners perceive they take culturally aware approaches to responding to, enabling and rewarding the quality of culturally inflected doctoral theses.  相似文献   

Vision and Change through the Genome Consortium for Active Teaching Using Next-Generation Sequencing (GCAT-SEEK)     

Vincent Buonaccorsi  Mark Peterson  Gina Lamendella  Jeff Newman  Nancy Trun  Tammy Tobin  Andres Aguilar  Arthur Hunt  Craig Praul  Deborah Grove  Jim Roney  Wade Roberts 《CBE life sciences education》2014,13(1):1-2

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