Tell me a Story: the use of narrative as a learning tool for natural selection     

Renate Prins  Lucy Avraamidou  Martin Goedhart 《Educational Media International》2017,54(1):20-33

Grounded within literature pointing to the value of narrative in communicating scientific information, the purpose of this study was to examine the use of stories as a tool for teaching about natural selection in the context of school science. The study utilizes a mixed method, case study approach which focuses on the design, implementation, and evaluation of narrative-based curriculum materials. The data consisted of questionnaires, classroom observations, and interviews with the students and teachers. The analysis of the data showed that most of the students developed adequate scientific understandings about natural selection and they perceived the narrative as easier to comprehend than the textbook. The findings speak to the need for examining ways of blending narrative effectively into science lessons.  相似文献   

Strategies for establishing assessment on your campus: Turning vision into reality     

Susan E. Hannam  Lucy A. Sack  Jane L. Wetzel 《Assessment Update》1994,6(3):15-15

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An Investigation of Broad and Narrow Personality Traits in Relation to General and Domain-Specific Life Satisfaction of College Students     

John?W.?LounsburyEmail author  Richard?A.?Saudargas  Lucy?W.?Gibson  Frederick?T.?Leong 《Research in higher education》2005,46(6):707-729

Based on a sample of 532 undergraduates at a Southeastern U.S. university, Big Five and narrow personality traits were examined in relation to a measure of satisfaction with specific domains of college experience (College Satisfaction) and a measure of General Life Satisfaction. Four of the Big Five traits—Agreeableness, Conscientiousness, Emotional Stability and Extraversion—as well as the narrow traits of Aggression, Career Decidedness, Optimism, Self-Directed Learning, Sense of Identity, and Work Drive were positively, significantly related to both satisfaction measures. Results of hierarchical regression analyses showed that the Big Five traits accounted for 45% of Life Satisfaction variance with Sense of Identity contributing an additional 7%, and College Satisfaction, 6%. It was suggested that who students become in college and how satisfied they are with different aspects of collegiate experience may be primarily determined by who they are when they enter college. Similarities were noted to findings of personality traits and academic performance, job performance, and adult career and life satisfaction. Implications were discussed in terms of Chickering and Reisser’s major vectors for college development as well as for admissions decisions and enhancing student-environment fit in advising, orientation, counseling, and career planning, among others.  相似文献   

Parenting and the Adjustment of Children Born to Gay Fathers Through Surrogacy          下载免费PDF全文

Susan Golombok  Lucy Blake  Jenna Slutsky  Elizabeth Raffanello  Gabriela D. Roman  Anke Ehrhardt 《Child development》2018,89(4):1223-1233

Findings are presented on a study of 40 gay father families created through surrogacy and a comparison group of 55 lesbian mother families created through donor insemination with a child aged 3–9 years. Standardized interview, observational and questionnaire measures of stigmatization, quality of parent–child relationships, and children's adjustment were administered to parents, children, and teachers. Children in both family types showed high levels of adjustment with lower levels of children's internalizing problems reported by gay fathers. Irrespective of family type, children whose parents perceived greater stigmatization and children who experienced higher levels of negative parenting showed higher levels of parent‐reported externalizing problems. The findings contribute to theoretical understanding of the role of family structure and family processes in child adjustment.  相似文献   

感恩节     

Lucy 《小学生导刊(中年级)》2008,(11)

感恩节祝福语: Warm wishes at Thanksgiving.在感恩节,衷心地祝福你们。Thanksgiving wishes for you and your family.给你们全家感恩节的祝福。Thanksgiving is a great time to tell you that we  相似文献   

Reasons for Utilizing Mental Health Services as Predictors of College Students’ Alcohol Risk          下载免费PDF全文

Shannon R. Kenney  Lucy E. Napper  Joseph W. LaBrie  Paige Vaughn 《Journal of College Counseling》2018,21(2):125-138

The authors examined college student drinkers’ (n = 153) reasons for seeking counseling services and risk for alcohol problems. Students seeking help for impulse‐ or anger‐related issues and depression were at heightened risk for alcohol problems. Only 10% of students sought alcohol‐related help despite high rates of hazardous alcohol use (80%) and dependence (39%). Targeted screening and intervention in college counseling centers may enable providers to effectively identify and treat students in need of alcohol treatment.  相似文献   

Mothers’ Perceptions of the Climate of Their Children’s Schools: Covariations With Children’s Academic Adjustment in Families of Mexican Origin     

Lynda C. Lin  Eva M. Pomerantz  Lucy R. Zheng  Richard W. Robins 《Child development》2021,92(4):1223-1237

Although Latinx parents’ perceptions of the climate of their children’s schools may play a role in their children’s academic adjustment, research examining this idea is sparse. Every 2 years beginning when children were in fifth grade (M_age = 10.86 years) until they were in 11th grade, Mexican-origin mothers (N = 674) reported on their perceptions of the climate of their children’s schools; information on children’s academic adjustment was collected from children and mothers. Multilevel modeling indicated that when mothers had more positive school climate perceptions, their children valued school more and performed better in school, but did not necessarily hold higher educational expectations. The findings suggest the importance of schools in creating welcoming environments for Mexican-origin parents.  相似文献   

Predicting university performance in Psychology: the role of previous performance and discipline‐specific knowledge     

Lucy R. Betts  Tracey J. Elder  James Hartley  Anthony Blurton 《Educational studies》2008,34(5):543-556

Recent initiatives to enhance retention and widen participation ensure it is crucial to understand the factors that predict students' performance during their undergraduate degree. The present research used Structural Equation Modeling (SEM) to test three separate models that examined the extent to which British Psychology students' A‐level entry qualifications predicted: (1) their performance in years 1–3 of their Psychology degree, and (2) their overall degree performance. Students' overall A‐level entry qualifications positively predicted performance during their first year and overall degree performance, but negatively predicted their performance during their third year. Additionally, and more specifically, students' A‐level entry qualifications in Psychology positively predicted performance in the first year only. Such findings have implications for admissions tutors, as well as for students who have not studied Psychology before but who are considering applying to do so at university.  相似文献   

The leech as a scientific tool     

Lucy D. Leake 《Endeavour》1983,7(2):88-93

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Student perceptions of communication skills in undergraduate science at an Australian research-intensive university     

Lucy D Mercer-Mapstone  Kelly E Matthews 《Assessment & Evaluation in Higher Education》2017,42(1):98-114

Higher education institutions globally are acknowledging the need to teach communication skills. This study used the Science Student Skills Inventory to gain insight into how science students perceive the development of communication skills across the degree programme. Responses were obtained from 635 undergraduate students enrolled in a Bachelor of Science at an Australian research-intensive university. Students rated their perceptions of two communication skills, scientific writing and oral scientific communication, across the following indicators: importance of, and improvement in, developing communication skills; the extent to which communication skills were included and assessed in the degree; confidence in using communication skills; and belief of future use of communication skills. While the majority of students perceived both communication skills to be important and of use in the future, their perceptions of the extent to which those skills were included and assessed were less, with oral communication being included and assessed less than scientific writing skills. Significant differences among year levels were discerned for most indicators, signifying a lack of coherent opportunities for students to learn and develop these skills across year levels. Results are discussed through the lens of progressive development of complex learning outcomes, with suggested areas for curriculum development and future research.  相似文献