Reform Ideas that Travel Far Afield: The Two Cultures of Reform in New York City's District #2 and San Diego     

Mary Kay Stein  Lea Hubbard  Hugh Mehan 《Journal of Educational Change》2004,5(2):161-197

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Maximizing research and development resources: identifying and testing “load-bearing conditions” for educational technology innovations     

Jennifer Iriti  William Bickel  Christian Schunn  Mary Kay Stein 《Educational technology research and development : ETR & D》2016,64(2):245-262

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Exploring Designerly Thinking of Students as Novice Designers     

McRobbie  Campbell J.  Stein  Sarah J.  Ginns  Ian 《Research in Science Education》2001,31(1):91-116

Few studies have attempted a detailed analysis of designerly thinking and actions of students as they solve design technology problems. This paper reports on a study that describes in detail, the design processes used by small groups of preservice teacher education students engaged in ill-defined, open-ended, self-selected design technology projects. A notation of symbols and connectors was devised and used to map the decisions, and the material and embodied actions of two groups of students throughout the course of their projects. The detail provided by the maps gives insights into these adult novice designers' design processes and provides information to assist teacher educators in planning courses to support future teachers of design and technology.  相似文献   

When Reforms Travel: The Sequel     

Hugh Mehan  Lea Hubbard  Mary Kay Stein 《Journal of Educational Change》2005,6(4):329-362

In a previous paper, we described the process in which a reform, grown in the soil of one school district (Community District #2 in New York City) was transplanted to new soil, a new context (the San Diego City Schools). In this paper we examine the condition of the reform 6 years later, at the time Anthony Alvarado, the architect of the reform in New York City and its transplant to San Diego, left the San Diego City Schools, and a new phase of reform was underway. From 1998 through 2002, the San Diego City Schools engaged in a dramatic, daring, and possibly unprecedented reform. Their overarching goal was expressed consistently in terms of student learning. To achieve that commendable goal, the District instituted a content-driven, centralized, comprehensive, and fast-paced reform in 1998. We discuss the tensions that were produced when the ambitiousness of a reform outpaced the capacity of educators to carry it out; when the values, norms, and beliefs of teachers and principals col These developments have consequences for our assessment of how reforms travel from one district to another. Reforms that were developed for and proved their effectiveness in elementary settings appear to have limited transferability to middle and high school settings because elementary students’ learning trajectories are different from adolescents and the organizations of high schools are very different from elementary schools. And reforms that privilege the technical dimension of school reform must always be sensitive to the way that interacts with the political and cultural dimensions.  相似文献   

A faculty team works to create content linkages among various courses to increase meaningful learning of targeted concepts of microbiology     

Marbach-Ad G  Briken V  Frauwirth K  Gao LY  Hutcheson SW  Joseph SW  Mosser D  Parent B  Shields P  Song W  Stein DC  Swanson K  Thompson KV  Yuan R  Smith AC 《CBE life sciences education》2007,6(2):155-162

As research faculty with expertise in the area of host–pathogen interactions (HPI), we used a research group model to effect our professional development as scientific educators. We have established a working hypothesis: The implementation of a curriculum that forms bridges between our seven HPI courses allows our students to achieve deep and meaningful learning of HPI concepts. Working collaboratively, we identified common learning goals, and we chose two microorganisms to serve as anchors for student learning. We instituted variations of published active-learning methods to engage students in research-oriented learning. In parallel, we are developing an assessment tool. The value of this work is in the development of a teaching model that successfully allowed faculty who already work collaboratively in the research area of HPI to apply a “research group approach” to further scientific teaching initiatives at a research university. We achieved results that could not be accomplished by even the most dedicated instructor working in isolation.  相似文献   

Child language and development contexts / Lenguaje infantil y contextos de desarrollo     

Celia R. Rosemberg  Alejandra Stein 《Infancia y Aprendizaje》2019,42(2):465-468

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The effects of different modes of verbalization on the recognition of object detail in pictures     

N L Stein  S S Feldman 《Child development》1977,48(4):1544-1551

The effects of different modes of verbalization on recognition memory of object detail were examined in first- and third-grade children and adults. The results indicated that both age of the subject and the type of verbalization used during initial picture viewing influenced recognition accuracy for object detail. When compared to nonverbal viewing groups, only specific types of verbalization increased recognition accuracy for third-grade and adult subjects. None of the modes of verbalization was effective in increasing first-grade recognition scores. The results indicate that general statements concerning the facilitating or inhibiting influence of verbalization on recognition memory must be qualified. In addition, the results showed that developmental differences in recognition accuracy are contingent upon the type of strategy used during the encoding process.  相似文献   

Early Education Essentials: Validation of Surveys Measuring Early Education Organizational Conditions     

Stacy B. Ehrlich  Debra Pacchiano  Amanda G. Stein  Maureen R. Wagner  Sangyoon Park  Elizabeth Frank 《Early education and development》2019,30(4):540-567

Research Findings: The Early Education Essentials surveys use teacher and parent perceptions to measure 6 organizational conditions of early childhood education programs, extending and complementing existing measures of early childhood care and education (ECE) quality constructs. This study tests the reliability and concurrent validity of the Early Education Essentials in 81 school- and community-based ECE sites in a large Midwestern city selected using a stratified random sampling method. Using a Rasch item response theory model, scales were created; theory and exploratory factor analyses combined scales into higher level constructs called essentials. Multilevel models took into account individual measurement error to create site-level essential scores and assessed relationships between programs’ essential scores and site-level teacher–child interactions scores and student attendance. Findings suggest that the Early Education Essentials is reliable in multiple ECE settings; it is sensitive to site-level differences; and some, but not all, organizational conditions measured are associated in expected directions with site-level metrics indicative of center-based ECE quality. Practice or Policy: The Early Education Essentials has the potential to provide leaders and practitioners with actionable data about organizational supports that enable ECE practitioners to be more effective in their daily work with children and families.  相似文献   

The effect of teacher‐led interventions on social and emotional behaviour in primary school children: a systematic review     

R. Whear  J. Thompson‐Coon  K. Boddy  T. Ford  D. Racey  K. Stein 《British Educational Research Journal》2013,39(2):383-420

The purpose of this article is to clarify the role of teacher training initiatives aimed at improving social, emotional and behavioural outcomes of primary school aged children through improved classroom management. Systematic searches were conducted using a range of electronic databases from inception up to September 2011. Included studies were controlled trials that described training provided to teachers in classroom management techniques designed to improve primary school children's behavioural and social outcomes. Study selection and appraisal of quality were carried out by two researchers and a narrative synthesis was carried out. A total of 14 studies were included involving 8 interventions. Results show that statistically significant effects are limited, with only 20 outcomes showing significant effects in the desired direction. Effect sizes ranged from g = ?0.17 (95%CI: ?0.32, ?0.02) to g = 1.88 (95%CI: 0.55, 3.21). Overall, the programmes indicate an improvement in some outcomes of interest. However, further research into the implementation and comparative effectiveness of such programmes is needed before implications for educational policy and practice can be established.  相似文献   

Relationships between learning approaches and outcomes of students studying a first-year biology topic on-campus and by distance     

Frances Quinn  Sarah Stein 《高等教育研究与发展》2013,32(4):617-631

This study investigates the relationship between learning approach and outcome for distance and on-campus first-year biology students. It uses a topic-specific version of the Study Process Questionnaire, recent articulations of the Structure of Observed Learning Outcome (SOLO) model and individual interviews. Deep approaches were related to better quality SOLO categories of learning outcomes, but many students appeared to adopt a mix of surface and deep approaches to learning, or used little of either, and demonstrated poor quality learning outcomes. A strong approach/outcome relationship was not evident for the younger on-campus cohort. It is argued that these results highlight the need to look beyond learning approaches towards more multidimensional and integrative perspectives of student learning.  相似文献