From students to teachers: using surveys to build a culture of evidence and inquiry     

Larry Ludlow  Joseph Pedulla  Sarah Enterline  Marilyn Cochran‐Smith  Fran Loftus  Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337

In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university.  相似文献   

Where is my attention? Children’s metaknowledge expressed through drawings     

Sara Pezzica  Giuliana Pinto  Lucia Bigozzi  Claudio Vezzani 《教育心理学》2016,36(4):616-637

The aim of the present research is to assess the developmental pattern of the metacognitive knowledge of attention in Italian primary school students. Data were collected from 95 pupils divided into two age groups: the first (6–8 years) and second primary school cycles (8–10 years). The children were asked to perform two specific thematic drawings on attention vs inattention in the school context. The drawings were coded on the basis of the Children’s Awareness of Attention through Drawing, consisting of five scales which explore the behavioural, pragmatic, cognitive, emotional and social awareness of attention. The analysis of the thematic drawings reveals that from the early years of primary school, children are aware of some components of attention: behavioural awareness, pragmatic awareness and social awareness. Other components are instead acquired as of the age of eight.  相似文献   

Educational opportunities based on the university-industry synergies in an open innovation framework     

Óscar Lucia  José M. Burdio  Jesús Acero  Luis A. Barragán  José R. Garcia 《European Journal of Engineering Education》2012,37(1):15-28

Collaboration between Industry and University is becoming more important in order to improve the competitiveness of the research and development activities. Moreover, establishing synergies to bridge the gap between the academic and industrial spheres has demonstrated to be advantageous for both of them.

Nowadays, Industry is moving towards an open innovation structure, in which external agents as universities play a key role. Besides, University is also seeking a more active learning methodology to improve the education of students for the real world. Considering this framework, a special effort should be done to take advantage of the collaborative work between Industry and University.

The aim of this paper is to present the collaborative framework and the benefits obtained of the educational activities as a consequence of the long-term collaboration established between the University of Zaragoza and the Bosh and Siemens Home Appliances Group. The key stones of the collaboration are presented, and the positive outcomes for the students are highlighted. The strengths, weaknesses, opportunities, and threats of the proposed program are also discussed.  相似文献   

Assessment matters: Considering the scholarship of teaching and learning in student affairs     

Tony Ribera  Sarah Fernandez  Matt Gray 《About Campus》2012,16(6):25-28

Tony Ribera, Sarah Fernandez, and Matt Gray apply a scholarly approach to assessing student learning in the cocurriculum.  相似文献   

Stress priming and statistical learning in Italian nonword reading: evidence from children     

Lucia Colombo  Chizuru Deguchi  Magali Boureux 《Reading and writing》2014,27(5):923-943

Italian has regular spelling-sound correspondences; however, assignment of lexical stress is unpredictable. Sensitivity to stress neighborhood information was investigated by constructing three types of three-syllabic nonwords: nonwords with word-endings characterized by a strong neighborhood of dominant stress words (dominant), nonwords with word-endings characterized by a strong neighborhood of non-dominant stress words (non-dominant), and nonwords with word-endings characterized by weak and/or inconsistent stress neighborhoods (ambivalent). Examples of these three types of nonwords were used as targets in a priming experiment. Examples of two of these types of nonwords (dominant and non-dominant) were used as primes. Adults (Experiment 1) and second and fourth-grade children (Experiment 2) were tested in a reading aloud task, and percentage of responses with dominant stress was measured. Children were sensitive to item-specific stress neighborhood information, but less so than adults. Children demonstrated more marked effects of dominant stress, effects that appear to decrease with age. Children also showed smaller effects of prosodic priming compared to adults. The results are in line with a statistical approach to learning.  相似文献   

The Challenge of Library Management: Leading with Emotional engagement,by Wyoma vanDuinkkerken and Pixie Anne Mosley     

Brenda Linares 《Medical reference services quarterly》2013,32(2):241-242

  相似文献   

Self-generated drawings for supporting comprehension of a complex animation     

Lucia Mason  Richard Lowe  Maria Caterina Tornatora 《Contemporary educational psychology》2013

The perceptual and cognitive processing demands involved in comprehending complex animations can pose considerable challenges to learners. There is a tendency for learners to extract information that is highly perceptually salient but neglect less conspicuous information of crucial relevance to the building of a quality mental model. This study investigated the effectiveness of self-generated drawing for learning from an animation illustrating a scientific phenomenon, the so-called “Newton’s Cradle.” Participants were 199 students in grade seven, randomly assigned to three experimental conditions: self-generated drawing, traced/copied drawing, and no drawing. All participants were asked to produce an explanation of the animation for both immediate and delayed posttests. The results revealed the superiority of self-generated drawing in supporting animation comprehension at both testing times compared to the other two conditions, which did not differ from each other. In addition, comprehension of the animation was related to the quality of self-generated drawings. Specifically, the depiction of information characterized by low perceptual salience but high conceptual relevance to the phenomenon predicted comprehension and retention over time.  相似文献   

Education for Interdisciplinary Community Collaboration and Development: The Components of a Core Curriculum by Community Practitioners     

Martha Lucia Garcia  Terry Mizrahi  Marcia Bayne-Smith 《Journal of Teaching in Social Work》2013,33(2):175-194

Social workers are actively engaging in the practice of interdisciplinary community collaboration (ICC) with the goal of bringing diverse groups together to improve the conditions of communities and enhance the quality of life of population groups. Yet, collaborations are challenging and require great skill and commitment. The pedagogy and the content of curricula have become a more prominent part of teaching to macro practice students and practitioners the art of effectively convening and moving collaborative efforts forward. This article adds to the literature on the content and methods of teaching students and novice practitioners the competencies embedded in ICC. It provides empirical data from six focus groups of experienced community practitioners (social workers and others) in New York City who identified components of a core curriculum for this work. Eight months later, these 33 community practitioners were asked to reprioritize the topics and concepts that they had collectively identified at the earlier time. Skills such as the ability to share power, manage differences, include the constituency and diplomacy are among those discussed. Core curriculum themes, the pedagogy and process, and the attributes and values necessary for training an ICC practitioner are presented.  相似文献   

Striving for equity: An update from the Journal of the Medical Library Association     

Katherine G. Akers  Ellen M. Aaronson  Kathleen Amos  Kelsa Bartley  Alexander J. Carroll  Thane Chambers  John W. Cyrus  Erin R. B. Eldermire  Brenda Linares  Beverly Murphy  Melanie J. Norton  JJ Pionke  Amy Reyes 《Journal of the Medical Library Association》2021,109(3):359

  相似文献   

Role of anomalous data and epistemological beliefs in middle school students’ theory change about two controversial topics     

Lucia Mason 《European Journal of Psychology of Education - EJPE》2000,15(3):329-346

The question of theory change is crucial in knowledge construction, particularly in the process of conceptual change. This study was designed to investigate two factors that, in addition to initial theory preference, may play a crucial role in the process of theory change, that is, students’ interpretation of anomalous data on two controversial topics (the dinosaur extinction and the construction of the Giza pyramids in Egypt) and their epistemological beliefs about the nature of knowledge. Canonical correlation analyses suggested for both topics an association, stronger for the dinosaur extinction topic, between (a) acceptance of anomalous data (rated both as valid and inconsistent with the held theory), initial theory preference, epistemological belief in Certain Knowledge and (b) theory change. Data obtained from structure coefficients in canonical correlation analyses indicate that acceptance of anomalous data significantly contributed the most to theory change whereas the epistemological belief contributed the least. Finally, educational implications are drawn.  相似文献