Out of the ordinary: recapturing the liberal traditions of a university education through field courses     

Tony Harland  Rachel A. Spronken-Smith  Katharine J. M. Dickinson  Neil Pickering 《Teaching in Higher Education》2013,18(1):93-106

This article aims to stimulate debate about the nature of field courses in higher education. We use a colloquium format that allows each of us to reflect on the philosophy of field course teaching and our writing endeavours to establish a dialogue between the authors and leave the reader with a sense of curiosity. It starts with a position paper that sets out a particular viewpoint on field courses to which responses were invited. Two of the respondents were experienced field-course teachers in disciplines traditionally associated with this type of curriculum, the other a lecturer in a non-field-course-oriented discipline.  相似文献   

Embedded Mathematics Remediation Using The Math You Need,When You Need It: A 21st‐Century Solution to an Age‐Old Problem     

Helen E. Burn  Eric M. D. Baer  Jennifer M. Wenner 《About Campus》2013,18(5):22-25

Using the need for math skills in geoscience courses as an example, Helen E. Burn and Eric M. D. Baer from Highline Community College and Jennifer M. Wenner from the University of Wisconsin Oshkosh make the case for just‐in‐time embedded remediation to improve student learning while using class time efficiently.  相似文献   

The role of school-based research champions in a school–university partnership     

Katharine Burn  Robin Conway  Anne Edwards  Eluned Harries 《British Educational Research Journal》2021,47(3):616-633

The value of teachers’ engagement in and with research is long recognised and it is acknowledged that school–university research partnerships are one way of enabling such engagement. But we know little about how research-based knowledge is negotiated into school practices. Here we draw on data from nine ‘research champions’, who are teachers in schools which are part of the Oxford Education Deanery, a research partnership with a university department. Taking a cultural/historical approach, the study examined the strategic intentions and actions in the activities of the champions as they negotiated research-based knowledge into their schools. Data comprised 59 completed templates that described what they did and why. Findings revealed differences between those with close links with senior leaders—who could take a whole-school approach—and those whose reach was restricted by their position in school practices. Nonetheless, all the champions carefully selected and targeted research in ways that reflected their knowledge of local contexts. The findings point to the need to incorporate the champion role into school systems and for universities to value the role as they develop their own research agenda.  相似文献   

Book reviews     

Barbara B. Burn  Naftaly S. Glasman  Claudius Gellert  Joseph F. Kauffman  Leon E. Butler 《Higher Education》1985,14(6):741-751

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Social‐Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children          下载免费PDF全文

Celene E. Domitrovich  Joseph A. Durlak  Katharine C. Staley  Roger P. Weissberg 《Child development》2017,88(2):408-416

Social‐emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost‐effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.  相似文献   

Interventions and Adaptations for Children with Autism Spectrum Disorder in Inclusive Early Childhood Settings     

Katharine L. Brodzeller  Jennifer R. Ottley  Jeesun Jung  Christan G. Coogle 《Early Childhood Education Journal》2018,46(3):277-286

The inclusive education of children with disabilities is considered best practice, yet many early childhood educators feel unprepared to deliver appropriate instruction for children with disabilities and often require supports to successfully meet the children’s unique needs. Young children experiencing autism spectrum disorder are being diagnosed at a young age and they are commonly receiving their education within inclusive early childhood settings. This article presents two methods to meet the needs of children with autism spectrum disorder. First, early childhood educators can provide interventions tailored to the children’s learning needs. Second, educators can adapt the environment, materials, activity, instruction, and assistance they provide so that each child is appropriately supported, while still being encouraged to succeed as independently as possible. This article summarizes research-based interventions and adaptations that early childhood educators can implement within inclusive settings to meet the diverse needs of young children with autism spectrum disorder and presents a case study to describe how these practices can support young children with autism spectrum disorder within inclusive settings.  相似文献   

Spiders,Werewolves and Bad Girls     

Andrew Burn 《Changing English: An International Journal of English Teaching》1996,3(2):163-176

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The Reliability and Validity of Selected Physical Fitness Tests for High School Girls     

Katharine Fox 《Research quarterly for exercise and sport》2013,84(4):430-437

Abstract

The Rogers' Strength Test, the Kraus-Weber Test of Minimum Muscular Fitness, and a battery of motor fitness tests were administered to 169 freshmen, sophomore, and junior girls at Shoreline High School, Seattle, Washington. Each test was administered two or more times in order to investigate the reliability of the tests. The results seemed to indicate that the Rogers' Strength Test and Washington Battery were reliable, that those who scored high on the Washington Battery and on the PFI had a much lower percentage of failures on the Kraus-Weber test than did those with poor Washington Battery and PFI scores, and that there was a moderate correlation (.54) between the Washington Battery and the PFI.  相似文献   

Reading expressively and understanding thoroughly: An examination of prosody in adults with low literacy skills     

Katherine S. Binder  Elizabeth Tighe  Yue Jiang  Katharine Kaftanski  Cynthia Qi  Scott P. Ardoin 《Reading and writing》2013,26(5):665-680

The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills.  相似文献   

Reading Instruments: Objects, Texts and Museums     

Katharine Anderson  Mélanie Frappier  Elizabeth Neswald  Henry Trim 《Science & Education》2013,22(5):1167-1189

Science educators, historians of science and their students often share a curiosity about historical instruments as a tangible link between past and present practices in the sciences. We less often integrate instruments into our research and pedagogy, considering artefact study as the domain of museum specialists. We argue here that scholars and teachers new to material culture can readily use artefacts to reveal rich and complex networks of narratives. We illustrate this point by describing our own lay encounter with an artefact turned over for our analysis during a week-long workshop at the Canada Science and Technology Museum. The text explains how elements as disparate as the military appearance of the instrument, the crest stamped on its body, the manipulation of its telescopes, or a luggage tag revealed the object’s scientific and political significance in different national contexts. In this way, the presence of the instrument in the classroom vividly conveyed the nature of geophysics as a field practice and an international science, and illuminated relationships between pure and applied science for early twentieth century geologists. We conclude that artefact study can be an unexpectedly powerful and accessible tool in the study of science, making visible the connections between past and present, laboratory and field, texts and instruments.  相似文献