Educational policy transfer in an era of globalization: Theory – history – comparison     

John Allison 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2014,60(1):149-152

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The development of an instrument to measure school readiness for a prevention program     

Allison B. Dymnicki  David B. Henry  Carol M. Myford 《Learning Environments Research》2015,18(2):267-287

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“Physics and the girly girl—there is a contradiction somewhere”: doctoral students’ positioning around discourses of gender and competence in physics     

Allison J. Gonsalves 《Cultural Studies of Science Education》2014,9(2):503-521

Doctoral physics students have stories about what kinds of actions, behaviours and ways of doing physics allow individuals to be recognized as physicists. Viewing a physics department as a case study, and individual participants as embedded cases, this study used a sociocultural approach to examine the ways doctoral students construct these stories about becoming physicists. Through observations, photo-elicitation, and life history interviews, eleven men and women shared stories about their experiences with physics, and the contexts that have enabled or constrained their trajectories into doctoral physics. The results of this study revealed the salience of recognition in the constitution of physicist identities; but how recognition was achieved often entailed the reproduction or reworking of persistent discourses of gender norms. Various interchangeable forms of competence (technical, analytical, and academic) emerged as assets that can be used to achieve recognition in this physics community. However, competence was not the only means by which one might be recognized as a physicist. Contributing to the possibility for recognition was the performance of stereotypical Discourses for physicist that relied on traditional gender norms for the field. The results demonstrated that achieving recognition as a competent physicist often involved a complex negotiation of gender roles and the practice of physics.  相似文献   

Differences Between Patient and Provider Perceptions of Informed Decision Making About Epidural Analgesia Use During Childbirth     

Holly Bianca Goldberg  Allison Shorten 《The Journal of perinatal education》2014,23(2):104-112

The objective of this study was to determine whether differences exist between patient and provider perceptions regarding the decision-making process around use of epidural analgesia during childbirth. The dyadic patient–provider Decisional Conflict Scale was modified to measure first-time mother (n = 35) and maternity care provider (n = 52) perceptions. Providers perceived a greater degree of informed decision making than patients (84.97 vs. 79.41, p = .04) and were more likely to recall they upheld patients’ rights to make informed choices than patients were to perceive their rights had been upheld (85.95 vs. 71.73, p < .01). This incongruity highlights the need to align legal principles with practice to create mutual agreement between stakeholder perceptions of informed decision making.  相似文献   

Identifying Characteristics of Dissemination Success Using an Expert Panel     

David M. Bourrie  Casey G. Cegielski  L. Allison Jones‐Farmer  Chetan S. Sankar 《Decision Sciences Journal of Innovative Education》2014,12(4):357-380

Although considerable work has been done to develop new educational innovations, few have found widespread acceptance in the classroom. To improve the likelihood of adoption of educational innovations, researchers need to understand why some innovations are adopted and routinely used, while others are not. An initial aspect of the diffusion of innovations, as defined in the classical sociological literature, involves the communication of ideas and concepts related to innovations between individuals. This article presents an expert panel's answer to the following question: “What are the most important characteristics that relate to the dissemination of educational innovations?” As dissemination is a critical facet of the diffusion of an innovation, 45 researchers who received technology and engineering grants from the National Science Foundation (NSF) participated in a Delphi study designed to address this research question. In three rounds, the experts identified and ranked 11 characteristics of educational innovations, 6 characteristics of students, 13 characteristics of faculty members, and 5 characteristics of administrators that can relate to the successful dissemination of educational innovations. The results of this study led to the formation of a Characteristics of Dissemination Success (CODS) framework. This framework offers useful guidance for educational innovators seeking a better understanding of the influences on the dissemination of educational innovations.  相似文献   

USING SCIENCE CAMPS TO DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY—TAIWANESE STUDENTS IN A U.S. SUMMER SCIENCE CAMP     

Antink-Meyer  Allison  Bartos  Stephen  Lederman  Judith S.  Lederman  Norman G. 《International Journal of Science and Mathematics Education》2014,14(1):29-53

Recent years have witnessed a dramatic rise in the number of middle and high school students from Asian countries participating in U.S.-based summer experiences (Perlez &; Gao, 2013). Although summer science camps have been shown to improve students’ attitudes and interests related to science and science learning (Bhattacharyya, Mead &; Nathaniel, School Science and Mathematics 111:345–353, 2011; Fields, International Journal of Science Education 31:151–171, 2009; Gibson &; Chase, Science Education 86:693–705, 2002; Luehmann, International Journal of Science Education 31:1831–1855, 2009), whether there are cognitive gains for visiting students in these short-term experiences is not well understood (Liu &; Lederman, School Science and Mathematics 102:114–123, 2002; Williams, Ma, Prejean, Ford &; Lai, Journal of Research on Technology in Education 40:201–216, 2007). This study explored the efficacy of a U.S. summer science camp to engender improved understandings about scientific inquiry (SI) among a group of gifted Taiwanese students (n = 19) in grades 8 and 9. Participants were completing an 80-h summer science camp at a Midwestern U.S. university. The Views About Scientific Inquiry (VASI) questionnaire (Lederman, Lederman, Bartos, Bartels, Antink Meyer &; Schwartz, Journal of Research in Science Teaching 51:65–83, 2014) was used to capture students’ views before and after camp participation, with modest gains evident for five of the eight aspects of scientific inquiry assessed. These gains were related to scientific investigations beginning with a question, the multiple methods of science, the role of the question in guiding procedures, the distinction between data and evidence, and the combination of data and what is already known in the development of explanations. Implications for the structure of science camps for supporting the development of SI understandings among students from Asian classrooms, and in general, are discussed.

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Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms     

Katherine N. Peeples  Allison M. Kroesch  Victoria J. VanUitert 《Learning disabilities research & practice》2023,38(2):129-143

Middle school students with learning disabilities often struggle with reading and literacy skills, including vocabulary, and require support in content-area classes such as mathematics where weak vocabulary knowledge can negatively affect learning, achievement, and deep understanding. However, in general, middle school mathematics teachers do not receive training in literacy instruction, much less in explicit vocabulary instruction. Additionally, relatively few studies have examined content-area vocabulary instruction at the middle or secondary school level. This study addressed these gaps in the research by examining the effect of a performance feedback and coaching intervention on middle school mathematics teachers’ use of explicit mathematics vocabulary instruction. Results of the study indicate that performance feedback and coaching had moderately positive effects on teachers’ use and quality of explicit mathematics vocabulary instruction.  相似文献   

Assessment of Evidence in University Students' Scientific Writing     

Takao  Allison Y.  Kelly  Gregory J. 《Science & Education》2003,12(4):341-363

The purpose of the study presented in this paper is to examine uses of evidence inuniversity students' writing of scientific argument. The study was conducted in anintroductory level oceanography course in a large public university. In this course students draw on large-scale geological data sets provided by an interactive CD-ROM,`Our Dynamic Planet' (Prothero 1995), to write a scientific technical paper. We examined the uses of evidence in two ways. First, we conducted interviews with undergraduate oceanography students n = 9, non-oceanography undergraduate students n = 8 , and course instructors n = 4 to assess the differences in interpretation of uses of scientific evidence for high ranked and low ranked student papers from a previous academic year. Second, we applied our proposed argumentation analysis to student writing to examine the formulation of evidence in these high and low ranked papers. We draw on these findings to discuss ways of teaching students the construction of argument in scientific writing.  相似文献   

Modeling emotional,cognitive, and behavioral predictors of peer acceptance   总被引：6，自引：0，他引：6  

Mostow AJ  Izard CE  Fine S  Trentacosta CJ 《Child development》2002,73(6):1775-1787

Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance.  相似文献   

Leadership mentoring: a survey of early career psychologist leaders     

Jennifer M. Doran  Meghann P. Galloway  Allison N. Ponce 《Mentoring & Tutoring: Partnership in Learning》2018,26(2):165-182

Health service psychology has been slow to create a leadership mentoring model. A survey of former chairs of the American Psychological Association of Graduate Students and American Psychological Association’s Committee on Early Career Psychologists revealed that: (a) early career leaders had at least one mentor who explicitly supported their leadership development; (b) these mentoring relationships were both formal and informal; (c) peer mentoring was invaluable for fostering success; and (d) mentorship relationships were critical in preparing respondents for their roles. A preliminary framework and associated guidance for leadership mentoring in psychology is proposed.  相似文献