Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study          下载免费PDF全文

Jennifer A. Fredricks  Tara Hofkens  Ming‐Te Wang  Elizabeth Mortenson  Paul Scott 《科学教学研究杂志》2018,55(2):271-298

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Neuroscience in the HBSE Sequence: Mandate and Methodology     

Terri Combs-Orme  Tess Lefmann  Stefanie Pilkay  Joe Strong  Phyllis Thompson  Tara Veerman 《Journal of Teaching in Social Work》2017,37(5):477-492

Important findings from neuroscience research provide valuable knowledge for social work practice, and although these findings are already being incorporated into practice in many other disciplines, social work has been slow to integrate this content into foundation professional education. This article describes how one social work program incorporated this knowledge into Human Behavior in the Social Environment courses, noting both challenges and successes over 8 years. The authors include information on content, pedagogical methods, and useful resources.  相似文献   

Emotional maltreatment in Canada: prevalence, reporting and child welfare responses (CIS2)     

Chamberland C  Fallon B  Black T  Trocmé N 《Child abuse & neglect》2011,35(10):841-854

Objectives

To determine the prevalence and characteristics of reports of emotional maltreatment (EMT) in Canada, as well as changes in these reports between 1998 and 2003.

Methods

This study is based on a secondary analysis of data collected in the first and second Canadian Incidence Study. Emotional maltreatment (excluding exposure to intimate partner violence) investigations were categorized into six groups: emotional abuse, emotional neglect, and other maltreatment as the only investigated form of maltreatment, and these same three groups were examined when they co-occurred with another form of maltreatment.

Results

Both the rate of emotional-abuse-only investigations and emotional-neglect-only investigations increased almost threefold from 1998 to 2003. Substantiated emotional neglect investigations had the highest rate of transfer to ongoing services. Half of the investigations involving single forms of emotional maltreatment occurred for six months or more. Finally, emotional neglect cases (in single form and when it co-occurs with another form of maltreatment) were more likely to be associated with emotional harm and longer duration of maltreatment.

Conclusions

In 2003, EMT represented a significant increasing form of maltreatment and is detected nearly twice as often in situations in which abuse or neglect are also reported. Reports of emotional abuse are two and a half times more frequent than reports of emotional neglect. Nevertheless, lack of emotional engagement may also be difficult to identify, since an omission is more difficult to detect. Reports of EMT often reveal situations of chronic victimization that have been the subject of previous reports and are associated with greater emotional impact.  相似文献   

Students build mathematical theory: semantic warrants in argumentation     

Janet G. Walter  Tara Barros 《Educational Studies in Mathematics》2011,78(3):323-342

In this paper, we explore the development of two grounded theories. One theory is mathematical and grounded in the work of university calculus students’ collaborative development of mathematical methods for finding the volume of a solid of revolution, in response to mathematical necessity in problem solving, without prior instruction on solution methods. The second theory emerges from microlinguistic analysis of students’ mathematical choices and use of warrants in substantial argumentation to communicate, clarify, and convince others of the validity of their conjectures and mathematical work. Our goal was to illuminate mathematical argumentation by collaborative groups of calculus students at a qualitative level of detail sufficient to reveal one view of how these students satisfied the creative drive for mathematical meaning, communication, and accuracy in problem solving as evidenced in one classroom over several days.  相似文献   

Effect of project-based learning on high school students' state-mandated,standardized math and science exam performance     

Tara T. Craig  Jill Marshall 《科学教学研究杂志》2019,56(10):1461-1488

In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools.  相似文献   

The Development and Implementation of a Faculty–Student Collaborative Research Project     

Jefferson E. Holcomb  Catherine D. Marcum  Tara N. Richards  Tammatha A. Clodfelter  Melissa A. Alexander 《Journal of Criminal Justice Education》2015,26(2):163-184

Criminal Justice faculty collaborated with undergraduate and graduate students to evaluate federal probation officers’ use of evidence-based skills following the implementation of a new training program designed to improve officer supervision skills and offender outcomes. The project resulted in the coding of over 100 audio recordings of actual officer–offender interactions based upon a developed assessment instrument. Overall, officers demonstrated high levels of adherence to training program skills. This article describes the process used to form a faculty–student collaborative research project and the benefits, challenges, and recommendations for similar projects at other institutions.  相似文献   

Integrating mind and brain: Warren S. McCulloch,cerebral localization,and experimental epistemology     

Abraham TH 《Endeavour》2003,27(1):32-36

Recently, historians have focused on Warren S. McCulloch's role in the cybernetics movement during the 1940s and 1950s, and his contributions to the development of computer science and communication theory. What has received less attention is McCulloch's early work in neurophysiology, and its relationship to his philosophical quest for an 'experimental epistemology' - a physiological theory of knowledge. McCulloch's early laboratory work during the 1930s addressed the problem of cerebral localization: localizing aspects of behaviour in the cerebral cortex of the brain. Most of this research was done with the Dutch neurophysiologist J.G. Dusser de Barenne at Yale University. The connection between McCulloch's philosophical interests and his experimental work can be expressed as a search for a physiological a priori, an integrated mechanism of sensation.  相似文献   

Using an Assistive Technology Toolkit to Promote Inclusion   总被引：1，自引：0，他引：1  

Sharon Judge  Kim Floyd  Tara Jeffs 《Early Childhood Education Journal》2008,36(2):121-126

Although the use of assistive technology for young children is increasing, the lack of awareness and the lack of training continue to act as major barriers to providers using assistive technology. This article describes an assistive technology toolkit designed for use with young children with disabilities that can be easily assembled and implemented by early childhood professionals. Specifically, we will describe assistive technology tools that support young children’s participation in their daily activities that involve movement and sensory needs, communication, and interaction with materials and offer strategies on how to implement these devices. An assembled toolkit that allows young children with disabilities immediate access to experiences that lead to acquisition of skills they need to learn and grow is discussed.  相似文献   

An Unlikely Collaboration: How Academic and Special Libraries Can Help Each Other Survive     

Tara E. Murray 《图书馆管理杂志》2017,57(2):249-258

This column uses the occasion of James Matarazzo and Toby Pearlstein receiving the 2016 John Cotton Dana Award from the Special Libraries Association to reflect on their unique partnership, which has lasted decades and resulted in a wealth of research results and tools for corporate librarians. Despite the tools available to them to measure and demonstrate their value, however, special libraries continue to face closures, downsizing, and increasing pressure to do more with less. Today, special libraries are not alone in feeling this pressure, as even the academic libraries that have been so central to campus life find their place questioned. As Matarazzo and Pearlstein formed the unlikely yet lasting partnership of scholar and practitioner, perhaps academic libraries and non-academic special libraries can join forces to effectively leverage their collective experience and knowledge in demonstrating their worth to stakeholders.  相似文献   

Self-Efficacy,Dropout Status,and the Role of In-School Experiences Among Urban,Young Adult School-Leavers and Non-leavers     

Brown  Tara M.  Galindo  Claudia  Quarles  Bradley  Cook  Alice LaRue Joy 《The Urban Review》2019,51(5):816-844

The Urban Review - High school non-completion remains a stubborn reality in urban communities where low-income people of color are concentrated, putting young adults at risk for long-term economic...  相似文献