Cognitive development,genetics problem solving,and genetics instruction: A critical review     

Mike U. Smith  O. Suthern Sims 《科学教学研究杂志》1992,29(7):701-713

Recent studies have analyzed the cognitive demands of solving problems in genetics, focusing primarily on the Piagetian schemas of combinations, proportions, and probability. Based on data from these primarily correlational studies, some authors have argued for the elimination of classical genetics from the high school curriculum. The critical review of the literature presented in this article reaffirms that formal-operational thought is conducive to successful genetics problem solving. The weight of the evidence to date, however, does not support the position that formal operational thought is strictly required for solving typical genetics problems. Arguments are therefore presented in support of the inclusion of genetics and genetics problem solving in high school biology. Implications of this analysis for the selection of appropriate content, problems, and instructional techniques for genetics instruction for nonformal students are presented.  相似文献   

Metropolitan College: Building Community Value Through Education–Business Partnerships     

Steven C. Riggert  Daniel Ash  Mike A. Boyle  John Kinney  David A. Howarth  Carolyn Rudy-Parkins 《Innovative Higher Education》2004,29(1):7-19

Metropolitan College is a distinctive and innovative business–education partnership that provides educational opportunities to many Kentucky residents who would otherwise be unable to attend college. The program also provides significant, tangible benefits to the business and education partners, as well as to the local and statewide community. This article outlines the structure of the Metropolitan College, chronicles some measures of program impact, and briefly describes the values on which the program was founded and continues to operate.  相似文献   

Distance Teaching by Cyclops: an educational evaluation of the Open University's telewriting system     

David McConnell  Mike Sharples 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(2):109-126

The trend towards courses with low, widely scattered student populations in the Open University makes the provision of face-to-face tutorials difficult. Telephone tuition is being used as an alternative. One major drawback of this is the lack of a graphics facility for communicating writing and drawings.
To help overcome this the Open University has developed a graphics telewriting terminal called Cyclops which allows for the live transmission of writing and drawing by telephone.
This paper describes the Cyclops telewriting system and explains how it has been used in a two-year trial project, funded by British Telecom, for tutoring Open University students in the East Midlands region of England. Preliminary findings from the evaluation of the trials are discussed and suggestions for setting up similar distance-teaching systems are offered.
The two-year trial of Cyclops is proving that telewriting tutorials are both educationally effective and acceptable to a large number of students and tutors.  相似文献   

An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music,Kingston University     

Mike Searby  Tim Ewers 《Assessment & Evaluation in Higher Education》1997,22(4):371-383

The following paper outlines and evaluates the implementation of the use of peer assessment in higher education (HE), using the BA in music course at Kingston University as a case study. The rationale of the peer assessment systems introduced into two curriculum areas is examined, and the operation of the scheme is evaluated, by the use of lecturer interviews, attitudinal questionnaires completed by the participating students, and the assessments and feedback produced. Conclusions drawn are that the introduction of peer assessment seems to improve students’ critical faculties and gives them a greater ownership of the whole assessment process.  相似文献   

Connected Chemistry—Incorporating Interactive Simulations into the Chemistry Classroom     

Mike Stieff  Uri Wilensky 《Journal of Science Education and Technology》2003,12(3):285-302

The aim of this paper is to describe a novel modeling and simulation package, connected chemistry, and assess its impact on students' understanding of chemistry. Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of chemistry concepts from the perspective of emergent phenomena—that is, how macro-level patterns in chemistry result from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides students with the opportunity to observe and explore these interactions in a simulated environment that enables them to develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory. Here, we present the conceptual foundations of instruction using connected chemistry and the results of a small study that explored its potential benefits. A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of chemical equilibrium. Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their interaction with connected chemistry, students relied on memorized facts to explain chemical equilibrium and rigid procedures to solve chemical equilibrium problems. Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at conceptual understanding and logical reasoning.  相似文献   

Low-skilled adult readers look like typically developing child readers: a comparison of reading skills and eye movement behavior     

Adrienne E. Barnes  Young-Suk Kim 《Reading and writing》2016,29(9):1889-1914

Adults enrolled in basic education exhibit poor academic performance, often reading at elementary and middle-school levels. The current study investigated the similarities and differences of reading skills and eye movement behavior between a sample of 25 low-skilled adult readers and 25 first grade students matched on word reading skill. t tests for matched pairs found no significant differences on language comprehension, reading comprehension, or eye movement variables. Regression analyses revealed that language comprehension made greater contributions to reading comprehension for adults (verses children) in the simple view of reading model. Processing time (gaze duration) was found to account for unique variance in both passage reading comprehension and sentence comprehension efficiency after controlling for word reading and language skills for adults. For children, processing time was only a significant predictor for sentence comprehension efficiency.  相似文献   

The Complementary roles of the Headteacher,the Mentor and the Advisory Teacher in Induction and School‐based Teacher Training   总被引：2，自引：2，他引：0  

Mike Turner 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):30-36

This article reports on the findings of a two year research project on the management of new teacher induction in five LEAs (Turner, 1992). Headteachers, mentors and newly qualified teachers in twelve schools were interviewed as were LEA officers, Inspectors and advisory teachers. The analysis showed the key roles of headteacher, mentor and advisory teacher to be different but complementary. The conclusions are drawn from a detailed analysis of some 180 interviews.  相似文献   

The management of staff substitution in secondary schools     

Mike Newton  Brian Fidler 《School Leadership & Management》2013,33(2):193-203

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Success in College: From C's in High School to A's in College By Peter F. Burns     

Reviewed by Benita J. Barnes Assistant Professor 《Community College Journal of Research & Practice》2013,37(9):747-749

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Negro Residential Patterns in Atlanta,Georgia, 1860‐1983, And Their Impact on Public School Mixing     

Annie S. Barnes 《Equity & Excellence in Education》2013,46(1-6):188-193

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