Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation          下载免费PDF全文

Alena Moon  Courtney Stanford  Renee Cole  Marcy Towns 《科学教学研究杂志》2017,54(10):1322-1346

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Children's thinking about diversity of belief in the early school years: judgments of relativism, tolerance, and disagreeing persons   总被引：2，自引：0，他引：2  

Wainryb C  Shaw LA  Langley M  Cottam K  Lewis R 《Child development》2004,75(3):687-703

Children's thinking about diversity of belief in 4 realms--morality, taste, facts, and ambiguous facts--was examined. Ninety-six participants (ages 5, 7, and 9) were interviewed about beliefs different from their own that were endorsed by characters with different status; their judgments of relativism, tolerance, and disagreeing persons were assessed. Five-year-olds made fewer relative and tolerant judgments than 7- and 9-year-olds. Nevertheless, participants of all ages organized their judgments according to the realm of diversity, thought that some beliefs are relative and some are nonrelative, and made tolerant judgments of some divergent beliefs (and their proponents) but not of others. The findings suggest that, in the early school years, children have multiple and well-differentiated perspectives on belief diversity.  相似文献   

This is Not an Article: a reflection on Creative Research Dialogues (This is Not a Seminar)     

Lyndall Adams  Christopher Kueh  Renee Newman-Storen  John Ryan 《Educational Philosophy and Theory》2015,47(12):1330-1347

Abstract

This is Not a Seminar (TINAS) is a multidisciplinary forum established in 2012 at Edith Cowan University (ECU) in Australia to support practice-led and practice-based Higher Degree by Research students. The Faculty of Education and Arts at ECU includes cohorts of postgraduate research students in, for example, performance, design, writing and visual arts. We established the TINAS programme to assist postgraduate research students in connecting their creative practices to methodological, theoretical and conceptual approaches whilst fostering an atmosphere of rapport across creative disciplines. The pilot programme conducted for six months in 2012 comprised dialogues with experienced creative researchers; critical reading sessions on practice-led theory; and workshops in journaling, ethics and copyright. This article is a reflection on the strengths and limitations of TINAS and future projections. More than an additional teaching and learning service, the programme has become a vital forum for creative dialogue.  相似文献   

Personalizing Library Service to Improve Scholarly Communication     

Elyse Profera  Renee Jefferson  Nathan Hosburgh 《期刊图书馆员》2015,68(1-4):274-281

This presentation summarized the results from primary research conducted by Profera and Jefferson that aimed to understand what libraries are doing to reach library end users. The authors aimed to explore the relationship between the physical and virtual library space and if this has an impact on student and faculty use of library resources. The study also sought to understand the extent to which libraries are already conducting marketing efforts, the success they have had in doing so, and how publishers can help to enhance the library/end user experience.  相似文献   

The Writing of Expository Texts in Early Grades： What Predicative Analysis Teaches Us     

Renee Gagnon  Helene Ziarko 《美中教育评论》2012,(10):885-891

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Identifying Client Types from Adult Career Concerns Inventory Scores     

Spencer G. Niles  Walter P. Anderson Jr.  Paul J. Hartung  A. Renee Staton 《Journal of Career Development》1999,25(3):173-185

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Examining direct and indirect effects of classroom procedural justice on online students’ willingness to talk     

Renee Kaufmann  Nicholas T. Tatum 《Distance Education》2018,39(3):373-389

Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes – procedural justice, affect towards the instructor, and perceived cognitive learning – each with probable direct and indirect effects on student inclinations for communicating in the classroom. This study proposes a model predicting student willingness to talk in online classes. Results indicate initial support for the proposed model, and practical implications for instructors teaching online courses are suggested.  相似文献   

Special features of electronic journals: do physicians want them?     

Torre DM  Wright SM  Wilson RF  Diener-West M  Bass EB 《Health information and libraries journal》2003,20(2):108-111

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Program-Wide Positive Behavior Support in Preschool: Lessons for Getting Started     

Deborah Russell Carter  Renee K. Van Norman  Claire Tredwell 《Early Childhood Education Journal》2011,38(5):349-355

There is growing concern over the number of young children who display challenging behavior and preschool teachers are reporting children’s challenging behavior as their greatest concern. Program-wide Positive Behavior Support (PWPBS) is a promising model for supporting appropriate behavior and decreasing challenging behavior in early childhood programs. Implementation in early childhood settings is relatively new and guidance on how to implement PWPBS in early childhood settings is growing. This article documents the implementation process for an early childhood program serving children from 6 weeks to 5 years of age, shares lessons learned and offers practical advice for getting started with PWPBS.  相似文献   

Evaluation of a randomized intervention to delay sexual initiation among fifth-graders followed through the sixth grade     

Koo HP  Rose A  El-Khorazaty MN  Yao Q  Jenkins RR  Anderson KM  Davis M  Walker LR 《Sex education》2011,11(1):27-46

US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10-13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.ClinicalTrials. gov identifier: NCT00341471.  相似文献