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61.
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
62.
Edwards TL Harper JC Polsky R Lopez DM Wheeler DR Allen AC Brozik SM 《Biomicrofluidics》2011,5(4):44115-4411514
Herein is described the fabrication and use of a plastic multilayer 3-channel microfluidic fixture. Multilayer devices were produced by laser machining of plastic polymethylmethacrylate and polyethyleneterapthalate laminates by ablation. The fixture consisted of an array of nine individually addressable gold or gold/ITO working electrodes, and a resistive platinum heating element. Laser machining of both the fluidic pathways in the plastic laminates, and the stencil masks used for thermal evaporation to form electrode regions on the plastic laminates, enabled rapid and inexpensive implementation of design changes. Electrochemiluminescence reactions in the fixture were achieved and monitored through ITO electrodes. Electroaddressable aryl diazonium chemistry was employed to selectively pattern gold electrodes for electrochemical multianalyte DNA detection from double stranded DNA (dsDNA) samples. Electrochemical detection of dsDNA was achieved by melting of dsDNA molecules in solution with the integrated heater, allowing detection of DNA sequences specific to breast and colorectal cancers with a non-specific binding control. Following detection, the array surface could be renewed via high temperature (95 °C) stripping using the integrated heating element. This versatile and simple method for prototyping devices shows potential for further development of highly integrated, multi-functional bioanalytical devices. 相似文献
63.
Black and White students who enrolled in college by age 20 were selected from a national probability sample, in order to estimate the prevalence of having children and the effect of having a child on probability of graduation with a bachelors degree. Black students reported significantly higher rates of having children than White students, but rates for Black students at historically Black universities were similar to those of Black students at predominantly White universities. After controlling for family background, achievement, and other student characteristics, having a child within 5 years of starting college generally reduced the probability of graduating with a bachelors degree for Black women and White women and men. The independent effect of attending a historically Black college was significantly positive for Black women but not statistically significant for Black men. 相似文献
64.
I conducted an ethnographic study, situated within the conceptual framework of Critical Race Theory, which illustrates one
child’s experiences with racism. The study was conducted in an urban after-school program, and explores issues of racism in
both the school and community settings. Utilizing the storytelling aspect of Critical Race Theory, I explore the racial experiences
of a 12-year-old African-American girl, and the dichotomous emotions of sadness and anger that emerge. I describe the risk
to this child’s emotional well-being, and suggest a need within the mental health field to create a framework to deal with
the trauma caused by racism.
Amy L. Masko is affiliated with the Grand Valley State University. She is a professor of English Education, preparing pre-service
teachers to teach elementary literacy. Dr. Masko’s research interests are in urban education, after school programs, and multicultural
education. She is also an educational consultant in the area of diversity in education and literacy education. Address correspondence
to Amy L. Masko, Grand Valley State University, 221 Lake Huron Hall Allendale, MI 49401; e-mail: maskoa@gvsu.edu 相似文献
66.
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
67.
Rebecca J. Kopriva Martha L. Thurlow Marianne Perie Sheryl S. Lazarus Amy Clark 《教育心理学家》2016,51(1):108-128
This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning. 相似文献
68.
Thomas F. Nelson Laird Amy K. Garver Amanda Suniti Niskodé-Dossett 《Research in higher education》2011,52(3):261-277
Using data from over 9,000 faculty members that participated in the Faculty Survey of Student Engagement (FSSE), this study
examined the moderating role a range of course characteristics played on the effects of gender on the percentage of class
time spent on various activities, a measure of teaching style. Results revealed gender differences, but that the gaps between
men and women in lecturing and active classroom practices varied by disciplinary area, course level, and the number of times
a course had been taught by the same instructor. The results confirm that gender effects depend on context, which implies
that efforts to improve teaching and learning must also adapt to the instructional context. 相似文献
69.
This study estimates the value of the private and public benefits that accrue to Minnesota residents from state government subsidies to higher education. In 2005, the University of Minnesota and the Minnesota State Colleges and Universities system received $832 million from Minnesota's state government to support educational programs. These subsidies allow these institutions to offer lower tuition rates, increasing the number of Minnesotans with bachelor and graduate degrees. We calculate that removing these subsidies would eventually lead to 14,000 fewer graduate degree holders in Minnesota, and reduce those with bachelor's degrees or “some college” by 42,000. The annual economic cost of these subsidies is about $326 million; this is less than annual state appropriations because most of those appropriations are income transfers from taxpayers to students, not an economic cost. We estimate that the annual value of the benefits of these subsidies is between $531 and $786 million ($381 and $570 million) when a 3% (5%) discount rate is used. We also discuss some of the income distribution consequences. 相似文献
70.
In response to both problematic and extant gaps in Bachelor??s degree completion rates, this mixed methods study investigated whether a theoretically based undergraduate course intervention measurably contributed to participants?? competence as self-regulated learners. Respective quantitative and qualitative analyses of data collected from two samples showed that intervention participants experienced growth in the targeted self-regulatory constructs. Moreover, differential effects by race/ethnicity and gender were not observed. We conclude with a discussion of this study??s implications for institutions of higher education, pertinent considerations in designing and implementing this self-regulated learning intervention, and a review of the literature on effective practices for doing so. 相似文献