Preparing university students to lead K-12 engineering outreach programmes: a design experiment     

Anika B. Anthony  Howard Greene  Paul E. Post  Andrew Parkhurst  Xi Zhan 《European Journal of Engineering Education》2016,41(6):623-637

ABSTRACT

This paper describes an engineering outreach programme designed to increase the interest of under-represented youth in engineering and to disseminate pre-engineering design challenge materials to K-12 educators and volunteers. Given university students’ critical role as facilitators of the outreach programme, researchers conducted a two-year design experiment to examine the programme's effectiveness at preparing university students to lead pre-engineering activities. Pre- and post-surveys incorporated items from the Student Engagement sub-scale of the Teacher Sense of Efficacy Scale. Surveys were analysed using paired-samples t-test. Interview and open-ended survey data were analysed using discourse analysis and the constant comparative method. As a result of participation in the programme, university students reported a gain in efficacy to lead pre-engineering activities. The paper discusses programme features that supported efficacy gains and concludes with a set of design principles for developing learning environments that effectively prepare university students to facilitate pre-engineering outreach programmes.  相似文献   

Bolstering students’ written argumentation by refining an effective discourse intervention: negotiating the fine line between flexibility and fidelity     

Firetto  Carla M.  Murphy  P. Karen  Greene  Jeffrey A.  Li  Mengyi  Wei  Liwei  Montalbano  Cristin  Hendrick  Brendan  Croninger  Rachel M. V. 《Instructional Science》2019,47(2):181-214

Instructional Science - Effective interventions are needed to bolster students’ argumentation capacities, an area in which they consistently struggle. Quality Talk (QT) is an approach to...  相似文献   

Counseling and Climate Change as Treatment Modalities for Bullying in School     

Michael B. Greene 《International journal for the advancement of counseling》2003,25(4):293-302

Individual, group, and family counseling are invariably included in bullying prevention programs and strategies. Nevertheless, if bullying is treated exclusively as a problem between bullies and victims or as a family problem, counseling efforts will have limited impact. Counseling strategies must be articulated within a systemic approach to bullying in schools. In particular, the roles that students and adults play in actively or passively reinforcing bullying behavior must be addressed through school-wide and family efforts to change the norms and climate with respect to bullying. The pertinent literature is reviewed and steps to implement a systemic prevention strategy are outlined.  相似文献   

Cultivating Professional Resilience in Direct Practice: A Guide for Human Service Professionals.     

Roberta R. Greene 《Journal of Teaching in Social Work》2018,38(4):450-451

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Understanding Education*     

Maxine Greene 《Educational theory》1986,36(2):205-208

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Juror and expert knowledge of child sexual abuse.     

S Morison  E Greene 《Child abuse & neglect》1992,16(4):595-613

Mental health professionals with expertise in child sexual abuse (CSA) often testify as expert witnesses in court. There is significant controversy over the admissibility of this type of evidence. To be admissible, the testimony of an expert must be beyond the common knowledge of the jury and based on information generally considered to be reliable within the professional community in which it is used. To date, no empirical data have existed to allow courts to make an informed judgement as to the extent of either juror knowledge or professional acceptance of CSA data. The present study addresses this issue. Jurors and experts completed a questionnaire designed to reveal their understanding of CSA. Results indicate that experts demonstrated strong consensus on 29 of 40 items included in the questionnaire, and that relative to experts, jurors have limited knowledge of these issues. These results suggest that many of the scientific findings concerning CSA are reliable and that the information is often beyond the common knowledge of the jury. These findings argue for the use of expert testimony in select cases of child sexual abuse.  相似文献   

The logic of university students' misunderstanding of natural selection     

Edgar D. Greene 《科学教学研究杂志》1990,27(9):875-885

Misunderstanding of the idea of evolution (natural selection) was assumed to occur because students were basing their explanations on the following mistaken assumptions: (1) variations in a population have little importance in its change process; (2) when nature changes, it is not at random. From these assumptions, hypotheses were developed and tested by analyzing the responses of 322 university sophomores (education majors) on an evolution problem “How could the bat have evolved wings?”. A classification system that was developed required judgments on whether a population or typological focus was used, whether the change process was open or closed to environmental information and how the selection process functioned. The contention that misunderstanding is logical was supported by acceptance of the following hypotheses: (1) students adopting a population focus also used a closed-change process; (2) students seeing change as more directed used less functional selection processes, with one exception; (3) students using acquired traits did not use a functional idea of selection.  相似文献   

Gender and Orientations Toward the Future: Links to Motivation     

Barbara A. Greene  Teresa K. DeBacker 《Educational Psychology Review》2004,16(2):91-120

Literature on future orientation and motivation was examined for gender differences. Research revealed gender differences from five theoretical orientations: achievement motivation, future time orientation, possible selves, expectancy-value, and social-cognitive. Some of those differences seemed best explained in terms of generational differences in gender role expectations. Gender differences were found in extension and density of future goals. Men had further extension but fewer goals than women. Evidence suggested that women's future expectations have become more similar to men's in the career realm, although women also have maintained their focus on interpersonal goals. An implication is that schools are a potentially powerful sociocultural context that can encourage students to envision futures that are not constrained by gender, race/ethnicity, or other stereotypes.  相似文献   

On aceto-metanitrobenzoic anhydride     

Wm.H. Greene 《Journal of The Franklin Institute》1889,128(1):64-65

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Imagining futures: The public school and possibility   总被引：1，自引：0，他引：1  

Maxine Greene 《课程研究杂志》2013,45(2):267-280

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