Identifying Key Features of Effective Active Learning: The Effects of Writing and Peer Discussion     

Debra L. Linton  Wiline M. Pangle  Kevin H. Wyatt  Karli N. Powell  Rachel E. Sherwood 《CBE life sciences education》2014,13(3):469-477

We investigated some of the key features of effective active learning by comparing the outcomes of three different methods of implementing active-learning exercises in a majors introductory biology course. Students completed activities in one of three treatments: discussion, writing, and discussion + writing. Treatments were rotated weekly between three sections taught by three different instructors in a full factorial design. The data set was analyzed by generalized linear mixed-effect models with three independent variables: student aptitude, treatment, and instructor, and three dependent (assessment) variables: change in score on pre- and postactivity clicker questions, and coding scores on in-class writing and exam essays. All independent variables had significant effects on student performance for at least one of the dependent variables. Students with higher aptitude scored higher on all assessments. Student scores were higher on exam essay questions when the activity was implemented with a writing component compared with peer discussion only. There was a significant effect of instructor, with instructors showing different degrees of effectiveness with active-learning techniques. We suggest that individual writing should be implemented as part of active learning whenever possible and that instructors may need training and practice to become effective with active learning.  相似文献   

Estimating the real growth effects of blockbuster art exhibits: A time series approach     

Sarah J. Skinner 《Journal of Cultural Economics》2006,30(2):109-125

This paper addresses the evaluation of real growth forecasts made by impact studies. Intervention analysis is used to estimate the ex post impact of blockbuster exhibits on economic growth in Jackson, Mississippi (chosen because state and local governments provide regular subsidies to finance the exhibitions). Non-farm employment measures real economic growth and dummy variables capture the occurrence of the exhibitions. Univariate time series techniques identify and estimate a stationary process after filtering the data for seasonal and cyclical effects. The analysis estimates the short run impact on Jackson’s filtered employment series due to the blockbuster exhibitions as approximately 700 jobs.  相似文献   

E-learning in the common learning curriculum for health and social care professionals: information literacy and the library     

Morris D 《Health information and libraries journal》2005,22(Z2):74-80

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Evaluation of a networked staff development strategy for departmental tutor trainers: benefits,limitations and future directions     

Calvin Smitha  Debra Bath 《International Journal for Academic Development》2013,18(1-2):145-158

As part of the 1997–1999 Teaching and Learning Enhancement Plan, the University of Queensland mandated that all its academic departments should conduct tutor training. The University's academic development unit, TEDI (the Teaching and Educational Development Institute) designed a network‐based staff development strategy for the development of departmental staff designated as tutor trainers. The strategy was known as the Tutor Training Network (TTN). This paper describes the strategy and reports on an evaluation of the Network programme. The data show that although it was very successful, the network‐based strategy has a limited lifespan. Nonetheless it is an effective strategy for wholesale staff development to support institution‐wide implementations of policy or changes in practice.  相似文献   

Incompatible Rhetorical Expectations: Julia W. Carpenter's Medical Society Papers, 1895–1899     

Carolyn Skinner 《Technical Communication Quarterly》2013,22(4):307-324

This article examines 3 papers presented before the Cincinnati Academy of Medicine by 19th-century physician Julia W. Carpenter. The article identifies 3 strategies Carpenter used to negotiate the incompatible rhetorical expectations for women and for physicians. The published records of academy discussions provide evidence for Carpenter's colleagues' reactions to each strategy, revealing the complexity of her rhetorical situation and demonstrating the complex links among rhetorical practice, professional identity, and a communicator's social position.  相似文献   

Perceptions of the Community College of High School Counselors and Advisors     

Yvonne M. Mitkos  Debra D. Bragg 《Community College Journal of Research & Practice》2013,37(4-6):375-390

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Academic Outcomes Among a Sample of Learning Support Community College Students     

Amy D. Skinner 《Community College Journal of Research & Practice》2013,37(1):50-53

This research examined the relationship between placement in a learning support college program and subsequent academic outcomes. The sample consisted of 275 entering freshmen students who were enrolled in the Learning Support reading courses in the fall of 2005. Data were collected from the Gordon College Office of Institutional Research. The data showed that of the 275 students who enrolled in a Learning Support reading course in the fall 2005 semester, 189 returned for the spring 2006 semester. Data also showed that 58% of the 275 students enrolled in Learning Support reading during fall 2005 successfully completed a basic reading intensive course upon completion of their remedial reading class. One hundred eighty seven students who had previously completed Learning Support reading enrolled (spring 2006 or later) in Introductory English 101 and 121 passed. Fifty-five students who had completed Learning Support reading enrolled (spring 2006 or later) in History 1121, Western Civilization, and 20 students passed. Six of the 205 students who completed Learning Support reading graduated Gordon College within a three-year period. The results of the present study indicate that the Learning Support Reading Program in place at Gordon College has proven to be a beneficial tool for at-risk college students. It is assumed that programs such as the Learning Support Program described here may help students build a foundation that will aid them throughout their college career.  相似文献   

Growing Tomorrow's Teachers Through the Teacher Center     

Susan Skinner Wyatt 《Community College Journal of Research & Practice》2013,37(8):617-618

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Moving between literacy theory and practice with preservice teachers: Listening to their voices     

Debra D. Parkinson 《Journal of Early Childhood Teacher Education》2013,34(3):255-265

Abstract

The purpose of this study was to investigate two research questions: What literacy learning did preservice teachers experience through a Penpal Project embedded in an early literacy course? What sense did preservice teachers make of the Penpal Project?—with an overarching focus on bridging literacy theory with practice.

Data were gathered in a university classroom setting, situated in a small Western town, over a period of one school semester. Data methods and sources included videotaped participant observation during weekly penpal letter‐sharing, preservice teachers’ reflection journals, focus group interviews, and preservice teachers’ Penpal Project Summaries.

Patterns emerged from the data and were conceptualized under three broad categories: discourse, discovery and dilemmas. In the discourse category, cultivating relationships and learning through collaboration emerged as themes. Discoveries included meaning‐ and skill‐centered interpretations and professional learning. With regard to dilemmas, preservice teachers reported feelings of inadequacy in decoding their penpals’ letters, in finding topics to pique their penpals’ interests, and in making logical speculations.

Conclusions highlighted the importance of including field experiences in teacher education courses in order for preservice teachers to integrate early literacy theory and practice. A focus on forming relationships, working in collaboration with others, and acknowledging and solving challenges revealed added benefits for the preservice teachers, including a deeper understanding of young students’ early literacy development.  相似文献   

Continuity of Care,Professional Community,and the Policy Context: Potential Benefits for Infant and Toddler Teachers' Professional Development     

Debra J. Ackerman PhD 《Early education and development》2013,24(5):753-772

Practice or Policy: Continuity of care (COC) has many benefits for young children's development but is not the norm in infant/toddler classrooms. As a consequence, policymakers might not realize how such an approach might also benefit the professional development of infant and toddler teachers, particularly if they come to the field with little formal training. Although the supports and policies available to military child development centers may not be possible to implement at present in much of the civilian sector, this study suggests that their potential benefit for infant/toddler teachers' learning and practice may be worthy of further inquiry. Research Findings: This study shares the results of an exploratory study of the benefits of COC, professional community, and the larger policy context for staff working in a military child development center serving children aged 0 to 2. COC-related professional development also seems to enhance professional community, which along with the policy context is viewed as an essential aspect of improving teacher learning and practice in the K–12 literature.  相似文献