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Linda Hutchison Judith Ellsworth Sharon Yovich 《Early Childhood Education Journal》2000,27(4):213-218
Results of a collaborative project between two mathematics education faculty, a third-grade teacher, and her beginning third-grade students are presented. The purpose of this project was to collect information from these students as they thought through how to ask, collect, and then answer their own data-driven questions. These young students exhibited a growing understanding, sophistication, and comfort with the use and application of data and data terminology as they developed their strategies for collecting, analyzing, and presenting their results. 相似文献
23.
ABSTRACTCurrent evidence suggests that chronic inflammation contributes to the development of coronary artery disease (CAD). Interestingly, exercise may constitute a method of reducing inflammation in this patient population. As such, this systematic review and meta-analysis examined the evidence generated by randomised studies that investigated the effect of exercise on inflammatory biomarkers in CAD. Literature was sought from various sources. Outcomes were pooled in a random-effects model to calculate standardised mean differences (SMD) with 95% confidence intervals (CI). Twenty-five studies were reviewed; post-intervention C-reactive protein (SMD: ?0.55 (95% CI: ?0.93, ?0.16), P = 0.005), fibrinogen (SMD: ?0.52 (95% CI: ?0.74, ?0.29, P = <0.00001)), and von Willebrand factor (SMD: ?1.57 (95% CI: ?2.23, ?0.92), P = <0.00001) values were significantly lower in exercise groups compared to controls. In addition, qualitative analyses identified evidence that supports a beneficial effect of exercise on these acute-phase reactants. However, the impact of exercise on anti–inflammatory cytokines, adhesion molecules, and chemokines is equivocal, which may be attributed to a paucity of research. Nevertheless, the findings of this review suggest that exercise induces an anti–inflammatory effect in CAD patients. Although, the quality of evidence needs to be improved by further randomised studies with high methodological qualities and large sample sizes. 相似文献
24.
The purpose of this case study was to examine preservice teachers' use of the Technology Integration Planning Cycle (TIPC; Hutchison & Woodward, 2014) to integrate iPads into literacy instruction. Analysis revealed two findings related to using the TIPC to plan instruction: (a) Though the TIPC provides a structured approach to planning that guides teachers in using their Technological, Pedagogical, and Content Knowledge (TPACK), the preservice teachers still used a technocentric approach to planning instruction and did not fully engage in all elements of the planning cycle; (2) even with the structured planning approach, preservice teachers had difficulty aligning their lesson content with the instructional goals of the lesson; and (3) preservice teachers rely on recommendations from their university classes when selecting apps to use in instruction, rather than independently seeking out resources. The implications of this research suggest the need to support preservice teachers in developing a professional learning network; the importance of a structured approach to planning technology integration to support preservice teachers; and considerations for helping preservice teachers develop their TPACK. (Keywords: Common Core State Standards, digital technology, instructional planning, TPACK, technology integration) 相似文献
25.
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To
become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment
philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered
them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The
implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers. 相似文献
26.
Jacqui Smith 《Zeitschrift für Erziehungswissenschaft》2001,4(4):577-599
Factors associated with education, social status, health, and psychological makeup are indicators of life experience and are
also associated with quality of life in old age. Do these factors also contribute to a longer life? Data from the Berlin Aging
Study (BASE; see Baltes/Mayer 1999), a locally representative sample of men and women aged 70 to 100+, are examined to determine whether status on these
dimensions of life experience 1) differs between individuals in the early phase of old age (young old) and individuals who
have survived beyond the average life expectancy of this birthcohort (age 85 plus, the so-called Fourth Age), and 2) predicts
survival during old age. After controls for age and gender, health, occupational status and psychological functioning predicted
survival. In general, long-lived individuals in present cohorts of the Fourth Age compared with those in the Third Age have
lower education, lower occupational status at retirement, poorer health status, and lower levels of psychological functioning.
Future studies should address the effects of various dimensions of life experience in different phases of the life course
to determine the paths through which experience influences individual differences in the rate of aging and age at death in
old age. 相似文献
27.
Deborah J. Tippins Lorie Hammond Charles B. Hutchison 《Cultural Studies of Science Education》2006,1(4):681-692
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become
proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies
and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what
is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools.
The implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers.
Deborah
J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright
Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests
include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and
research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes
to play tennis, travel and take her dog for long walks.
Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers
on community-based multicultural science education. For the past 10 years she has been leading action research projects centered
in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service
learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She
has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing
models of teaching and learning in immigrant communities.
Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international
news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and
provides professional development in science education, cross-cultural and urban education, and instructional strategies for
diverse learners. 相似文献
28.
The most famous role-playing game, Dungeons & Dragons, recently celebrated the fortieth anniversary of its release. The books that define the games in the role-playing genre function like sports rulebooks, contain entries like encyclopedias, or are based on collections of maps similar to those in atlases. In the library context, this places the books that define role-playing games in the domain of reference books. While currently divisions of the American Library Association encourage librarians to consider using the game in community-building and youth services, there was a time period where organized groups actively tried to discourage librarians from collecting materials associated with the genre. This study is an assessment of library holdings of role-playing game materials worldwide, detailing collection and cataloging issues associated with the genre. 相似文献
29.
Kirsten Hutchison 《Gender and education》2012,24(2):195-212
This paper develops a new analysis of homework by building on feminist scholarship which documents the invisible labour done by women in support of their children's education. While numerous studies have examined the relationship between homework and achievement, little attention has been paid to the largely gendered and potentially stressful nature of ‘parental involvement’. The analytic focus in this paper is on the complex emotional and pedagogical dimensions of homework and the ways it is shaped by socio-cultural contexts. Videotaped homework interactions between one working-class and two middle-class mothers and their children are examined using Bourdieu's concepts of habitus and capital. The analysis distinguishes between productive pedagogical relationships and those that promote extensive anxiety and are counterproductive to learning. The paper argues that the reserves of cultural and emotional capital required for homework completion are significant and that class position does not necessarily guarantee the ways in which these capitals are mobilised. 相似文献
30.