Linking a learning progression for natural selection to teachers' enactment of formative assessment   总被引：2，自引：1，他引：1  

Erin Marie Furtak 《科学教学研究杂志》2012,49(9):1181-1210

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying instruction to help students advance in their learning. The study reported in this article took the novel approach of using a learning progression for natural selection to support teachers' enactment of formative assessment. Sources of data include interviews and videotapes of six high school biology teachers leading assessment conversations around the same formative assessment questions. Results indicate that while teachers picked out and made inferences about student ideas related to the learning progression during assessment conversations, they did not use all parts of the learning progression in the same way. Furthermore, several of the teachers seemed to use the learning progressions simply as catalogs of misconceptions to be “squashed” rather than drawing upon the developmental affordances offered by a learning progression. Results are framed in terms of the utility of learning progressions as supports for classroom practice. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1181–1210, 2012  相似文献   

Assessing the effects of school‐wide Second Step implementation in a predominately English language learner,low SES,Latino sample     

Jacqueline A. Brown  Shane R. Jimerson  Erin Dowdy  Victoria Gonzalez  Kaitlyn Stewart 《Psychology in the schools》2012,49(9):864-875

Because school violence is widespread, social and emotional competence must be targeted. Second Step is a social and emotional violence‐prevention curriculum that teaches prosocial skills and reduces aggressive behavior. The purpose of this study was to examine the effects of Second Step implementation on students (N = 403) in preschool through fourth grade who were predominately Latino, English language learners, and from families with low socioeconomic status. The data of 165 out of the 403 students were included in the present study. Analyses consisted of paired‐samples t‐tests to identify changes in social and emotional knowledge and behavioral and emotional risk. Results showed that there was a significant increase in both social and emotional knowledge and behavioral and emotional risk following the implementation of Second Step. These results are discussed with regard to previous and future research, limitations, and implications for school practice.  相似文献   

Deficits in emotion regulation mediate the relationship between childhood abuse and later eating disorder symptoms     

Burns EE  Fischer S  Jackson JL  Harding HG 《Child abuse & neglect》2012,36(1):32-39

The present study examined the relationship of child maltreatment to both emotion dysregulation and subsequent eating pathology. In an effort to extend previous research, the authors examined the unique impact of childhood emotional abuse (CEA) on emotion dysregulation and eating disorder (ED) symptoms while controlling for the effects of sexual and physical abuse. Structural equation modeling was utilized to simultaneously examine the effects of all three abuse types on multiple dependent variables as well as examine whether deficits in emotion regulation mediated the relationship between abuse and eating pathology. Results from a survey of 1,254 female college students revealed significant paths from abuse subtypes to specific eating disorder symptoms, with CEA evidencing the strongest association with ED symptoms. Additionally, emotion dysregulation was positively associated with ED symptoms, and mediated the effects of emotional abuse on symptoms. Findings support previous research on the enduring effects of emotional abuse as well as highlight the importance of the assessment of CEA in the treatment of ED symptoms.  相似文献   

Conversation and Object Manipulation Influence Children's Learning in a Museum     

Erin A. Jant  Catherine A. Haden  David H. Uttal  Elizabeth Babcock 《Child development》2014,85(5):2029-2045

The effects of parent–child conversation and object manipulation on children's learning, transfer of knowledge, and memory were examined in two museum exhibits and conversations recorded at home. Seventy‐eight children (M_age = 4.9) and their parents were randomly assigned to receive conversation cards featuring elaborative questions about exhibit objects, the physical objects themselves, both, or neither, before their exhibit visits. Dyads who received the cards engaged in more elaborative talk and joint nonverbal activities with objects in the first exhibit than those who did not. Dyads who received objects engaged in the most parent–child joint talk. Results also illustrate transfer of information across exhibits and from museum to home. Implications for understanding mechanisms of informal learning and transfer are discussed.  相似文献   

Behavioral and emotional strength-based assessment of Finnish elementary students: psychometrics of the BERS-2     

Erkko Tapio Sointu  Hannu Savolainen  Matthew C. Lambert  Kristiina Lappalainen  Michael H. Epstein 《European Journal of Psychology of Education - EJPE》2014,29(1):1-19

When rating scales are used in different countries, thorough investigation of the psychometric properties is needed. We examined the internal structure of the Finnish translated Behavioral and Emotional Rating Scale-2 (BERS-2) using Rasch and confirmatory factor analysis approaches with a sample of youth, parents, and teachers. The results suggested that the Finnish translated BERS-2 has acceptable measurement properties and is suitable for use in Finnish schools. Results highlighted the issue that there is a need to consider cross-cultural aspects when introducing new measures in another culture. Directions for future research are also discussed in light of present findings.  相似文献   

Let’s be critically honest: towards a messier counterstory in critical race theory   总被引：1，自引：0，他引：1  

Erin Atwood 《International journal of qualitative studies in education》2014,27(9):1134-1154

This paper utilizes tools of critical race theory to interrogate the racial politics of the everyday. The authors contend that this type of critical policy analysis can yield understandings of/about the world that are too often silenced or ignored altogether. This paper argues that critical race theory does not aim to tell a “truer” account of reality, but a more honest one. Therefore, critical race scholars need not ask permission – nor seek forgiveness – for their counterstories, but hold themselves accountable to communicate stories and narratives that are not only honestly critical, but critically honest.  相似文献   

Adding to the Biology Education Research Tool Kit: Research Methods Essays     

Erin L. Dolan  Elisa Stone 《CBE life sciences education》2013,12(3):320-321

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THE PERFECT GENTLEMAN     

Erin Mackie 《Media History》2013,19(3):353-372

Erin Mackie explores how Mr Spectator became one persona through which James Boswell represents himself in his London Journal (1762–63), providing an antitype of the ‘rake’ persona which Boswell derives in part from Macheath in The Beggar's Opera. In this antithesis most attention falls on Macheath, but Mackie notes that in Tatler 27 Richard Steele creates a sentimental portrait of the rake as ‘the most agreeable of all Bad Characters’. Thus Boswell finds in the Tatler's rake an image of himself which stands in relation to the disapproving Mr Spectator. With this in mind, Mackie notes that the Spectator papers which describe the Mohock riots of March–April 1712 also characterize such displays as innocuous theatrical expressions of youthful ebullience. Boswell, then, finds acceptable dress for his criminal masculinity by casting himself into a ‘mock-heroic impersonation’ whilst using the narrative position provided by Mr Spectator to give himself ‘spectatorial immunity’.  相似文献   

Revolutionary Pants: Identity,Play, and Collective Action     

Erin J. Rand 《传播与批判/文化研究》2013,10(4):430-434

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A Grounded Theory of Control over Communication Among Individuals with Cancer     

Erin Donovan-Kicken  Andrew C. Tollison  Elizabeth S. Goins 《Journal of Applied Communication Research》2013,41(3):310-330

This study explored the meanings that people attribute to talking about their cancer. Framed by interpersonal and health communication scholarship on privacy management and multiple meanings, we asked cancer survivors to describe how and why they discussed their cancer with others. Interviews (focus group or one-on-one) were conducted with 40 survivors. Using a grounded theory approach, we developed a conceptual framework that describes how communication about cancer may be particularly meaningful because it is something that people feel as though they can control during a highly stressful and turbulent time. However, attempts to manage communication are challenged by constraints imposed by others, such as unfavorable and unpredictable reactions to disclosure, which ultimately place limits on survivors’ control.  相似文献