Investigating the effectiveness of computer simulations for chemistry learning     

Jan L. Plass  Catherine Milne  Bruce D. Homer  Ruth N. Schwartz  Elizabeth O. Hayward  Trace Jordan  Jay Verkuilen  Florrie Ng  Yan Wang  Juan Barrientos 《科学教学研究杂志》2012,49(3):394-419

Are well‐designed computer simulations an effective tool to support student understanding of complex concepts in chemistry when integrated into high school science classrooms? We investigated scaling up the use of a sequence of simulations of kinetic molecular theory and associated topics of diffusion, gas laws, and phase change, which we designed and experimentally tested. In the two effectiveness studies reported, one in a rural and the other in an urban context, chemistry teachers implemented two alternate versions of a curricular unit—an experimental version, incorporating simulations, and a control version, using text‐based materials covering the same content. Participants were 718 high school students (357 rural and 361 urban), in a total of 25 classrooms. The implementation of the simulations was explored using criteria associated with fidelity of implementation (FOI). Each context provided insights into the role of FOI in affecting the effectiveness of the interventions when working with groups of teachers. Results supported the effectiveness of this sequence of simulations as a teaching tool in a classroom context, and confirmed the importance of FOI factors such as adherence and exposure in determining the specific environments in which these materials were most effective. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 394–419, 2012  相似文献   

Association for Counselor Education and Supervision Guidelines for Research Mentorship: Development and Implementation     

L. DiAnne Borders  Kelly L. Wester  Darcy Haag Granello  Catherine Y. Chang  Danica G. Hays  Jennifer Pepperell  Shawn L. Spurgeon 《Counselor Education & Supervision》2012,51(3):162-175

The authors describe guidelines endorsed by the Association for Counselor Education and Supervision for research mentorship, including characteristics of mentors and mentees. Suggestions for implementing the guidelines at the individual, program, institution, and professional levels are focused on enhancing mentoring relationships as well as mentees’ research quality and productivity. Research on research mentoring, based on the guidelines, is encouraged.  相似文献   

Hitting promotion hard: A network response to channel surfing and new competition     

Susan Tyler Eastman  Gregory D. Newton 《Journal of Applied Communication Research》2013,41(1):73-85

Examination of over 600 on‐air promos carried within or adjacent to situation comedies showed that the promos’ salience impacted the ratings of the promoted program. After controlling for the ratings of the lead‐in to the promoted program, significant associations were found for the method of construction of the promo, the familiarity of the promoted program, the amount of clutter within breaks, the position of the promo within the break, and the rating of the program carrying the promotion. The results suggested a six‐part model for maximizing the effectiveness of on‐air promotion.  相似文献   

Teacher Access and Mentoring Abilities: Predicting the Outcome Value of Extra Class Communication     

Amy M. Bippus  Patricia Kearney  Timothy G. Plax  Catherine F. Brooks 《Journal of Applied Communication Research》2013,41(3):260-275

Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC.  相似文献   

How Promotional Content Changes Ratings: The Impact of Appeals,Humor, and Presentation     

Susan Tyler Eastman  Gregory D. Newton  Paul D. Bolls 《Journal of Applied Communication Research》2013,41(3):238-259

This study assessed the impact of content--as opposed to structural--factors on television program ratings, seeking to locate clusters of components that would identify effective on-air promotion and allocate content a better-defined place within theoretic models of media priming. Stepwise multiple regression analyses of 1,547 on-air promos for 155 prime-time programs demonstrated that 5-9% of ratings variance was accounted for by content appeals, humor, and presentation in promos for comedy programs. The influence of content variables was greater for familiar than unfamiliar comedies, and humor and presentation in promos contributed to variance in ratings for mid-rated but not high- or low-rated comedies.  相似文献   

Creating partnerships for generative learning and systemic change: Redefining academic roles and relationships in support of learning     

Catherine McLoughlin 《International Journal for Academic Development》2013,18(2):116-128

The adoption of information and communications technologies (ICT) is a catalyst for innovation and evaluation of teaching, and are driving many tertiary institutions towards a reconsideration of the nature of quality learning. While the technology of online delivery receives most attention, it is arguably the management of teaching and learning that requires new approaches. Universities which have been engaged in traditional forms of distance education are considering how best to integrate communications technologies that offer alternative forms of course delivery, communication, flexible pedagogies and new roles for teachers and learners. Institutional change issues are also linked to ICT adoption: developing students' generic skills, fostering lifelong learning and catering for greater flexibility in delivery of educational services is now core business in tertiary institutions across Australia. This paper argues that such changes require tertiary teaching staff to adopt a different mindset, that of facilitating and supporting learning while assuming new roles as managers, motivators, mentors and mediators of learning. The rationale for each of these roles within Web-based learning environments is presented within a constructivist framework, which affirms and extends good teaching practice. In addition to highlighting aspects of teaching and learning that are supported and transformed by constructivist, Web-based delivery, this paper proposes that professional development is essentially about establishing partnerships for renewal of teaching values, and that staff developers need to learn the craft of supporting change at various levels: at the individual level, at the course and unit level and at the institutional level through systemic contextualized affirmation of constructivist values. Professional development for adoption of Web-based teaching requires multi-dimensional thinking. Rather than acting as a driver of top-down change, effective staff development is participatory and supportive, seeking action research partnerships where more profound changes in teacher conceptions of learning must take place before online pedagogies become part of tertiary teaching culture.  相似文献   

Learning by observing a peer’s teaching situation     

Catherine Clarke  Jacqueline Reid 《International Journal for Academic Development》2013,18(4):318-330

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The deviant university student: historical discourses about student failure and ‘wastage’ in the antipodes     

Catherine Manathunga 《International Journal for Academic Development》2013,18(2):76-86

The emergence of academic development in Anglophone higher education was linked to post Second World War massification and concerns about student failure. These concerns were driven by increasing statistical investigations into student attrition and degree times to completion, particularly in Australia and Aotearoa, New Zealand. There was a dominant discourse about student ‘wastage’ (the deviant student). However, if we fast-forward to the late 2000s, we can see that these discourses have been replaced by discourses about university responsibility and teaching quality. Drawing on Foucauldian discourse analysis, this paper aims to trace the historical roots of contemporary teaching and learning dilemmas and to show how the responsibility for student failure was gradually shifted from perceptions of deviant students to perceptions of teacher ‘deviance’, which academic development units were designed to ameliorate.  相似文献   

Will that be one mentor or two? A cross‐sectional study of women's mentoring during college     

Randi Nevins Stanulis  Catherine A. Fallona  Carol A. Pearson 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):71-81

Three teacher educators formed a new teacher support group for three novices whom we had prepared, in order to help them deal with challenges and uncertainties of the first year of teaching. Using narrative inquiry, we collected the novice teachers' stories by composing field texts, using audiotaped interview data, classroom observations, bi-monthly journal entries, and participant personal narratives as data sources. Common patterns across the data stories included induction into the isolation of teaching, interest in NOT abandoning university teacher preparation, and the need to learn from mentoring. The implications provide discussion of the educative role of teacher support groups in learning to teach, and university involvement in learning to teach during the induction years.  相似文献   

Critical Thinking,Caring and Professional Agency: An Emerging Framework for Productive Mentoring     

Geraldine Mooney Simmie  Joanne Moles 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):465-482

In this paper, we report on a mentoring programme which provides an accreditation pathway to a master’s level qualification. The paper served three purposes. First, informed by selected literature on education we caution against expedient reductionist models that are based solely on novice–expert mentoring relationships with limited facility for critical inquiry. Second, we present an evolving theoretical framework for productive mentoring based on our critique of a preferred academic literature and interactions with mentor teachers, school principals and teacher educators. We proactively encouraged an awareness of societal norms and traditions that can appear as counterculture to critical thinking. Lastly, we consider some implications for productive mentoring as an academic, caring and professional practice within a continuum of teacher education.  相似文献