Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores          下载免费PDF全文

Margaret D. Condrasky  Alexa Weeks McCay  Duncan Darby  Julia L. Sharp  Sarah F. Griffin 《Journal of Food Science Education》2018,17(2):66-71

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.  相似文献   

The biggest extension of rights in Europe? Needs,rights and children with additional support needs in Scotland     

Sheila Riddell  Duncan Carmichael 《International Journal of Inclusive Education》2019,23(5):473-490

ABSTRACT

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience.  相似文献   

The Conceptual Framework for the Development of a Mathematics Performance Assessment Instrument   总被引：1，自引：0，他引：1  

Suzanne Lane 《Educational Measurement》1993,12(2):16-23

How can you align instruction, learning, and assessment in an educationally sound way? How can you define and measure competence in mathematics? What areas of competence do you need to specify and how? How can one evaluate the validity and consequences of using a particular assessment instrument or technique?  相似文献   

The Structure of Achievement and Behavior across Middle Childhood     

Lori Kowaleski-Jones  & Greg J. Duncan 《Child development》1999,70(4):930-943

This research used data from the National Longitudinal Survey of Youth (NLSY) to describe and model developmental trajectories across middle childhood. Our sample consisted of approximately 1,000 children of NLSY women who were aged 6 to 7 years in either 1986 or 1988. Assessments of PIAT math and reading scores and the mother-reported Behavior Problem Index in 1986, 1988, 1990, and 1992 provided data for middle-child trajectories of children aged 6 to 7 in 1986. Assessments in 1988, 1990, 1992, and 1994 provided data for children aged 6 to 7 in 1988. We used the raw score form of these data to estimate LISREL-based models of their autoregressive structure. As with other samples, average math and reading achievement trajectories were parabolic for NLSY children, with scores increasing at a decreasing rate over this period. Average behavior-problem trajectories were flat. Behind these average shapes was extreme diversity in level (and in some cases, slopes), of individual trajectories and a pronounced tendency for above average changes between two adjacent assessments to be followed by opposite-signed changes in the subsequent period. Estimates from our structural models showed great heterogeneity in the average level of achievement and behavior for all three outcomes and heterogeneous slopes for reading scores as well. Boys but not girls were found to have heterogeneous slopes for math and behavior problems, whereas girls but not boys showed a significantly higher degree of persistence if "shocked" off of their expected trajectories.  相似文献   

Edward B. Aveling: the people's Darwin     

Paylor S 《Endeavour》2005,29(2):66-71

By the late-19th century, evolutionary theory, known by most people as Darwinism, had earned a reputation as an atheistic theory that challenged religious orthodoxy. From recent historical work we now know a great deal about how those with religious convictions received Darwinian ideas, and the role that professional scientists played in styling and communicating 'Darwinism' to the wider public and between themselves. However, relatively little is known about how Darwinian ideas were received and used by avowedly irreligious groups, and how these groups set about communicating their own version of Darwinism to a public hungry for cheap and accessible science. The activities of the Secularist Edward Bibbins Aveling, a prolific popularizer of Darwinian ideas in the late-19th century, offer a unique insight into this relatively uncharted territory. His work helped to develop the polemic of popular irreligious groups and imbue Darwinism with overtly atheistic connotations; it also engendered unprecedented support for atheism from the general public, and challenged the monopoly that some professional scientists enjoyed over imparting serious scientific knowledge to them.  相似文献   

Collaborative teaching in a linguistically and culturally diverse higher education setting: a case study of a postgraduate accounting program     

Elaine Evans  Jen Tindale  Dawn Cable  Suzanne Hamil Mead 《高等教育研究与发展》2009,28(6):597-613

The Language for Professional Communication in Accounting project has changed teaching practice in a linguistically and culturally diverse postgraduate accounting program at Macquarie University in Australia. This paper reflects on the project’s interdisciplinary and collaborative approach to diversity in the classroom by tracing its growth and development and describing the way in which it is supporting the integration of professional communication skills and discipline‐specific content within the Master of Accounting program. In particular, the paper demonstrates that discipline specialists working in a continuous and collaborative relationship with English language specialists, to integrate and assess communication skills and enrich the curriculum, leads to better outcomes for students and staff. The paper contributes to a growing literature on approaches that integrate particular graduate attributes into programs with diverse student populations, rather than bolt‐on interventions by language specialists that have limited outcomes.  相似文献   

Education Quality in the Middle East     

Chapman  David W.  Miric  Suzanne L. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(4):311-344

International Review of Education - Some of the most dramatic growth in the provision of primary and secondary education over the last decade has occurred across countries of the Middle East and...  相似文献   

Preschool teachers' and students' attitudes towards playful preschool activities: a cross-cultural comparison between Germany and the Netherlands     

Geerdina van der Aalsvoort  Bette Prakke  Anke König  Suzanne Goorhuis 《International Journal of Early Years Education》2010,18(4):349-363

This study compares the attitudes of preschool teachers and students between the Netherlands and Germany towards typical play activities in preschool. The data were responses to short video clips of preschool children's play and elicited the respondents’ attitudes through questionnaires. The data were analysed by classifying the written responses into four categories. The frequencies of the categories were tested with MANOVA with regard to expert–novice position and country. Differences between professionals and novices were found, and for professionals only, the four categories were interrelated, showing a stronger holistic view of early childhood activities. Differences were also found between the countries, and two of the categories seemed especially sensitive to cultural differences. We discuss how reflection on activities can add to a higher degree of professionalism, as well as a more profound understanding of ways to improve preschool teacher training.  相似文献   

Approaching twenty-first century education from a cosmopolitan perspective     

Suzanne S. Choo 《课程研究杂志》2018,50(2):162-181

All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the worldwide spread of twenty-first century education frameworks reveals that these are predominantly informed by Human Capital Theory. Conceptualized mainly by transnational and governmental organizations, such frameworks essentially steer education towards preparing students to compete successfully in the global economy. Next, utilizing findings from a case study of two schools in Singapore and the USA, I highlight how the concretization of twenty-first century education via school-level frameworks is similarly governed by the aims of Human Capital Theory and I discuss some of the resulting effects. Using these case studies as a platform for theory-building, the final section proposes ways in which twenty-first century education frameworks can be reconceptualized using two alternative theories—Human Capabilities Approach and Cosmopolitan Capacities Approach. I show how their incorporation in twenty-first century education frameworks can offer a more holistic and ethical vision of education conducive to our globally interconnected age.  相似文献   

Integrating curriculum: a case study of teaching Global Education     

Kate Ferguson-Patrick  Ruth Reynolds  Suzanne Macqueen 《欧洲师范教育杂志》2018,41(2):187-201

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used to delineate the complexity of issues when teachers attempt to move beyond disciplinary-based teaching approaches. We examine curriculum documents, advice for teachers on curriculum implementation, preservice teachers’ experiences in schools during Professional Experiences and national guidelines for Professional Experience. Through these data, a broad picture emerges of influences on integrating curricula in classrooms. Opportunities to integrate curriculum incorporating twenty-first century pedagogies were limited by pressures on teachers with preservice teachers rarely exposed to authentic integration. Teachers’ professional standing requires clear guidelines, which allow them to pursue important twenty-first century content and skills , for young citizens and this must begin in preservice education.  相似文献