Estimating Linear Size and Scale: Body rulers     

Gail Jones  Amy Taylor  Bethany Broadwell 《International Journal of Science Education》2013,35(11):1495-1509

The National Science Education Standards emphasise the use of concepts and skills that cut across the science domains. One of these cross‐cutting areas is measurement. Students should know measurement systems, units of measurement, tools and error in measurement as well as the importance of measurement to scientific endeavours. Even though measurement is an essential skill, little is known about how students estimate and use measurement in different contexts. This study examines the impact of teaching students to use their bodies as rough measurement tools (body rulers) on their ability to estimate linear measurements. Nineteen middle school students participated in metric intervention tasks and completed a pre‐instruction and a post‐instruction Linear Measurement Assessment. Results showed that teaching students to use rough body measures as tools (a body ruler) for estimation had a significant influence on their estimation accuracy. After instruction, students were better able to estimate the sizes of objects, use their body in making estimations of size, and estimate while touching an object or pacing a distance. Furthermore, proportional reasoning was significantly correlated with students’ post‐instruction scores on the Linear Measurement Assessment.  相似文献   

An Analysis of Data Activities and Instructional Supports in Middle School Science Textbooks     

Bradley J. Morris  Amy M. Masnick  Katie Baker  Angela Junglen 《International Journal of Science Education》2013,35(16):2708-2720

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USING SELF‐MANAGEMENT INTERVENTIONS TO ADDRESS GENERAL EDUCATION BEHAVIORAL NEEDS: ASSESSMENT OF EFFECTIVENESS AND FEASIBILITY     

Amy M. Briesch  Brian Daniels 《Psychology in the schools》2013,50(4):366-381

A comprehensive self‐management intervention was utilized to increase the on‐task behavior of three African American students within an urban middle‐school setting. The intervention was designed to necessitate minimal management on the part of the general education classroom teacher by utilizing an electronic prompting device, as well as a centralized intervention coordinator for the management of training, implementation, and progress monitoring. Results suggested that implementation of the intervention resulted in improvement in on‐task behavior across all three students; however, problems with inconsistent implementation necessitated that modifications be made to the intervention procedures. Implications for the design and implementation of self‐management interventions within general education secondary‐level settings are discussed.  相似文献   

The Need for Critical Media Literacy In Teacher Education Core Curricula     

Michele S. Moses  Amy N. Farley 《Educational Studies A Journal of the American Educational Studies Association》2013,49(3):260-279

The "information era" has brought up new literacies, although most of them are still not part of the K–12 curriculum or the teacher education curriculum. One of these new literacies is critical media literacy. The purpose of this article is to document the urgency for including this new literacy in school and teacher education curricula given the crucial role of media as they touch every issue impacting human life in society. Critical media literacy as understood here includes three dimensions: (1) develop a critical understanding of how corporate for-profit media work, driven by their political and economic vested interests; (2) search for and support alternative, nonprofit media; and (3) characterize the role of teachers in helping students and their parents to become media-literate users and supporters of alternative media. Critical media literacy is founded on the legitimate role of media to serve the public's right to be truly informed, and thereby serve democracy. However, currently we are witnessing an unprecedented concentration of for-profit media into conglomerates, in alliance with the government and especially with the federal regulating agency—Federal Communications Commission—and other powerful institutions and corporations. Starting with this big picture, we examine and document specific cases that illustrate how these conglomerates and their allies work to keep and to expand their power, by means of filtering information, manufacturing consent, and controlling what the public watch, listen to, read, think, believe, taste, dress, look like, speak, and how they perceive themselves. The propaganda behind the banning of bilingual education in California is a clear example in the educational arena of the role of media in helping powerful people to manufacture voters' consent through fabricated stories, misleading ballot question, biased polls, etc. The second dimension of critical media literacy refers to the active involvement of every person, including school children, to support and advocate for alternative, nonprofit, public service-driven media. Given the reasons and the evidence presented, the authors consider that there is an urgency for including critical media literacy in the K–12 school curricula, and therefore in the teacher education core curriculum.  相似文献   

A Matter of Friendship: Educational Interventions into Culture and Poverty     

Amy B. Shuffelton 《Educational theory》2013,63(3):299-316

Contemporary educational reformers have claimed that research on social class differences in child raising justifies programs that aim to lift children out of poverty by means of cultural interventions. Focusing on the Knowledge Is Power Program (KIPP), Ruby Payne's “aha! Process,” and the Harlem Children's Zone as examples, Amy Shuffelton argues that such programs, besides overstepping the social science research, are ethically illegitimate insofar as they undermine the equitable development of civic agency. Shuffelton invokes Aristotelian civic friendship, particularly as interpreted by Danielle Allen and Sibyl Schwarzenbach, as key to a politics that avoids relations of domination and subordination. She concludes that social justice requires that educators involved with culturally interventionist programs recognize the workings of power within schooling and society, that they accept the limits of their own perspectives, and that they remain open to what is of value in child‐raising practices other than those associated with the contemporary middle class.  相似文献   

The effects of 15 min and 30 min of exercise on affective responses both during and after exercise     

Amanda J Daley  Amy Welch 《Journal of sports sciences》2013,31(7):621-628

Although much research has examined the relationship between exercise and affect, few studies have considered the effects of exercise bouts of different durations and few researchers have questioned the longer term effects that might be associated with acute exercise. The aim of this study was to compare the effects of the standard health recommended exercise duration of 30?min with a shorter (15?min) bout of exercise upon individuals' affect scores both during and after exercise. Twenty-three (mean age 22.4 years) physically active participants engaged in two counterbalanced cycle ergometer exercise conditions for 15?min (short bout) and 30?min (moderate bout). The participants completed the Subjective Exercise Experience Scale before, during, 5?min, 30 mins, 1?h and 2?h after both exercise conditions. A series of 2 × 6 within-participant repeated-measures analyses of variance for positive well-being (P?<0.01), psychological distress (P?<0.01) and fatigue (P?<0.01) scores revealed significant time main effects, with improved scores over time. No significant differences were noted between the 15-min and 30-min exercise bouts. These results indicate that positive affective responses are experienced by exercisers after relatively short bouts of acute exercise and these effects can still be evident some time later.  相似文献   

Raising Activity Levels: A Multidimensional Analysis of Curriculum Change     

David P. Johns  Amy S. C. Ha  Duncan J. Macfarlane 《Sport, Education and Society》2013,18(2):199-210

Using Fullan's (1982) The Meaning of Educational Change (Toronto, OISE Press) multidimensional framework, this paper discusses the problems of curriculum change by examining the subjective experiences of physical education teachers. The discussion was based on interviews with teachers who were involved in a study to change health behaviors of high school students. Although no discernable changes in behavior were observed, the explanations for the results, as reported by the teachers, have provided insights of greater importance. Two physical education classes consisting of boys and girls aged between 11 and 13 years from 20 secondary schools were selected for pre-test and post-test measurements. The data collected included a survey, direct observation, heart rate monitoring and motion sensoring. A teacher-designed modification of the physical education curriculum was used as an intervention as it was specifically aimed at increasing activity. A debriefing of teachers in the experimental group indicated that they considered the teacher-designed lesson guide to be valuable. However, when the teachers were faced with implementing change in their physical classes, they (like the researchers) underestimated the situational and personal-social factors that prevented untested ideas from being transformed into firm beliefs and values. The findings confirmed the predictions of a multidimensional model of educational change, which indicated that, when challenged, technological and material innovations are more easily changed than attitudes, beliefs and values held by teachers.  相似文献   

Understanding teachers’ will and capacity to accomplish physical education curriculum reform: the implications for teacher development     

Amy S. Ha  Ada C. Wong  Raymond K. Sum  Daniel W. Chan 《Sport, Education and Society》2013,18(1):77-95

Drawing on data generated by a two-year ethnographic study in a high security Spanish prison, this article explores the multiple meanings given to the social practices of sport and physical activity. We provide details of the following key themes that emerged from the analysis: (a) escaping time; (b) perceived therapeutic benefits; (c) social control; (d) gendered dimensions; and (e) performing masculinity. The findings suggest that a diverse and contradictory set of meanings are associated with sport and physical activity within this particular prison culture, and that the performance of specific kinds of masculinity is both a process and product that shapes the construction of experience in powerful ways.  相似文献   

Continuing Education Module Transforming Maternity Care: Implementing the Blueprint for Action     

Amy M. Romano 《The Journal of perinatal education》2012,21(3):145-148

In January 2010, Women’s Health Issues published two direction-setting reports from the Transforming Maternity Care (TMC) Project: “2020 Vision for a High-Quality, High-Value Maternity Care System” and “Blueprint for Action: Steps Toward a High-Quality, High-Value Maternity Care System.” This guest editorial summarizes highlights of the implementation phase of what is now known as the TMC Partnership. Major progress has been made in elevating maternity care quality to a national policy priority, increasing the availability and use of maternity care performance measures, and developing shared decision making tools for childbearing women.  相似文献   

An audience response system may influence student performance on anatomy examination questions     

Hoyt A  McNulty JA  Gruener G  Chandrasekhar A  Espiritu B  Ensminger D  Price R  Naheedy R 《Anatomical sciences education》2010,3(6):295-299

This study integrated an in-house audience response system (ARS) in the human anatomy course over two years to determine whether students performed better on high-stakes examinations following exposure to similar interactive questions in a large lecture format. Questions in an interactive ARS format were presented in lectures via PowerPoint presentations. Students who chose to participate in the anonymous ARS sessions submitted answers via their personal wireless devices (e.g., laptops, smartphones, PDAs, etc). Students were surveyed for feedback. Student participation in ARS activities was greatest (65-80%) in the first lecture. The number of students who actively participated in ARS activities decreased over the next four sessions, and then slightly increased in the last two sessions. This trend was the same for both years. Use of the ARS did not dramatically enhance overall student performance on examination questions that dealt with content similar to content presented in the ARS sessions. However, students who scored in the lower quartile of the examination performed better on the examination questions after the ARS was implemented. Accordingly, our findings suggest that the effect of ARS to improve student performance on examinations was not uniform. The overall benefit of an ARS to enhance the lecture experience was confirmed by student surveys.  相似文献