FIRST YEAR IMPLEMENTATION OF A PROJECT-BASED LEARNING APPROACH: THE NEED FOR ADDRESSING TEACHERS�� ORIENTATIONS IN THE ERA OF REFORM     

Meredith A. Park Rogers  Dionne I. Cross  Melissa Sommerfeld Gresalfi  Amy E. Trauth-Nare  Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917

The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL.  相似文献   

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation     

Catie A. Greene  Amy E. Williams  Pamela N. Harris  Sterling P. Travis  Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.  相似文献   

Journal of Research in Science Teaching Annual Report: January 1, 2006 to December 31, 2006     

J. Randy McGinnis  Angelo Collins  Kim Charmatz  Amy Dai  Elaine Henry 《科学教学研究杂志》2007,44(6):771-774

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Making a difference for minorities: Evaluation of an educational enrichment program     

Amy E.L. Barlow  Merna Villarejo 《科学教学研究杂志》2004,41(9):861-881

A comprehensive, quantitative evaluation of an educational intervention program designed to reduce the attrition of minorities from the biological sciences was undertaken to ascertain whether such efforts adequately address the problem. Program participants had greater odds of persisting in basic math and science courses, and of graduating in biology, than did a comparison group, controlling for demographics and academic preparation. Undergraduate research greatly increased the odds of positive graduation outcomes. Program participants were also more likely to pursue graduate study than were university graduates overall. This evaluation demonstrates the value of such programs in increasing the representation of minorities in science. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 861‐881, 2004.  相似文献   

Are increased worker caseloads in state child protective service agencies a potential explanation for the decline in child sexual abuse? A multilevel analysis     

Almeida J  Cohen AP  Subramanian SV  Molnar BE 《Child abuse & neglect》2008,32(3):367-375

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Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction   总被引：1，自引：0，他引：1  

Yanghee Kim  Amy L. Baylor 《Educational technology research and development : ETR & D》2006,54(3):223-243

This study was designed to examine the effects of the competency (low vs. high) and interaction type (proactive vs. responsive) of pedagogical agents as learning companions (PALs) on learning, self-efficacy, and attitudes. Participants were 72 undergraduates in an introductory computer-literacy course who were randomly assigned to one of four treatments: Low-Proactive, Low-Responsive, High-Proactive, and High-Responsive. Results indicated a main effect for PAL competency. Students who worked with the high-competency PAL in both proactive and responsive conditions achieved higher scores in applying what they had learned and showed more positive attitudes toward the PAL. However, students who worked with the low-competency PAL reported significantly enhanced self-efficacy beliefs in the learning tasks. Also, there was a main effect far PAL interaction type. A proactive PAL had a significantly positive impact on recall. These different results on learning and motivational outcomes suggest that the competency and interaction type of a PAL should be designed according to the desired learning and motivational goals.  相似文献   

The sixties I remember, and continue to struggle with     

Sanford Pinsker 《Academic Questions》1997,10(4):12-15

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Reviews     

David H. Hirsch  Sanford Pinsker  Barry R. Gross 《Academic Questions》1995,9(1):75-85

Sam Pickering teaches English at the University of Connecticut  相似文献   

The Effect of Hearing Impairment on the Quality of Attachment and Mother-Toddler Interaction   总被引：1，自引：0，他引：1  

Amy R. Lederberg  Caryl E. Mobley 《Child development》1990,61(5):1596-1604

In the present study, 41 hearing impaired and 41 hearing toddlers together with their hearing mothers were observed in Ainsworth's Strange Situation and during free play. Both security of attachment and ratings of maternal and toddler behavior during free play were remarkably similar for the hearing impaired and hearing dyads. In addition, security of attachment was related to the ratings of maternal and toddler behavior in a similar way for the hearing impaired and hearing toddlers. The results suggest that development of a secure attachment and maintaining a good mother-toddler relationship does not depend on normal language development during the toddler years.  相似文献   

Acculturation, substance use, and deviant behavior: examining separation and family conflict as mediators     

McQueen A  Getz JG  Bray JH 《Child development》2003,74(6):1737-1750

This longitudinal study examined how separation and family conflict mediated the effects of two acculturation variables (English language use and generational status) on substance use (alcohol, tobacco, and marijuana use) and deviant behavior outcomes in a Mexican American high school age sample. Structural equation modeling indicated that separation was a significant mediator of the relationship between acculturation and alcohol use, tobacco use, and deviant behavior. Family conflict mediated the effects of acculturation on marijuana use and deviant behavior. Model comparisons across gender groups suggested that generational status was an influential acculturation measure for females but not males. Additionally, English language use maintained a direct effect on marijuana use among females, whereas this relationship was mediated by separation for males.  相似文献