Research abstracts     

W. Robinson Crosby  Maynard Matteson  Robert Stafford  William C. Farlow  Lyle E. Grooters  Irving L. Maranz  Chester C. Sutton  Ronald Ashby  Pat Ryan  Jack Fruman  William E. Crosby  Elwood H. Beaver  W. E. Mellown  Frank Manzi  William H. Allen 《Educational technology research and development : ETR & D》1966,14(2):273-281

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EVALUATION AT THE UNIVERSITY LEVEL: RESPONSIVE AND RESPONSIBLE     

Alan Ryan  Bikkar S. Randhawa 《Assessment & Evaluation in Higher Education》1982,7(2):159-166

This paper describes an evaluation of an Elementary Education Program using Stake's model of responsive evaluation. The problems involved in each of the twelve steps of the strategy are discussed and the influence of the University setting on the program is considered.  相似文献   

The pedantic 21st century freshman engineering student     

Mani Mina  Ryan M. Gerdes 《European Journal of Engineering Education》2006,31(5):509-516

This paper reviews many of the observed characteristics and study habits of first-year students in Iowa State University's electrical engineering programme (Ames, Iowa, USA). The studying and problem-solving practices of the students are discussed to identify salient traits, strengths and weaknesses, and critical symptoms thereof, which can affect learning in technical fields, as well as life-long learning. The effects the Internet and the use of computer games have on student thinking and problem-solving approaches are also discussed.  相似文献   

Issues and trends in American Annals of the Deaf publication. 2001 to 2007     

Moores D  Anderson K  Ayers K  Krantz K  Lafferty M  Locke A  Smith AM  Vander Weide R 《American annals of the deaf》2008,153(2):99-120

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The prevalence of improper solution‐making technique places molar solutions in crisis     

Ryan D. Calvert  Ciera R. Crawford  Cordelia A. Running 《Journal of Food Science Education》2020,19(3):183-191

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Review of Test Equating,Scaling, and Linking: Methods and Practices (3rd ed.), by Michael J. Kolen and Robert L. Brennan     

Ryan P. Bowles 《Structural equation modeling》2016,23(1):155-156

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Avoiding Seeking Help in the Classroom: Who and Why?     

Allison M. Ryan  Paul R. Pintrich  Carol Midgley 《Educational Psychology Review》2001,13(2):93-114

Why do some students avoid seeking help in the classroom when they need it? When students do not seek the help they need, they put themselves at a disadvantage for learning. We discuss how students' personal motivational characteristics relate to their avoidance of help seeking. In particular, we discuss our work regarding perceived academic and social competence and achievement- and social-goal orientations. We also discuss how various dimensions of the classroom context relate to help avoidance. Specifically, we discuss rules and norms of classrooms as well as our work examining the achievement goal structure and social climate of classrooms. We conclude by discussing how new developments in achievement goal theory distinguishing between approach- and avoidance-goal orientations might add to psychologists' understanding of help avoidance. We also consider how students' strivings for autonomy and different aspects of the social climate might be incorporated into theories of students' help avoidance behavior.  相似文献   

Prevalence and predictors of out‐of‐field teaching in the first five years          下载免费PDF全文

Ryan S. Nixon  Julie A. Luft  Richard J. Ross 《科学教学研究杂志》2017,54(9):1197-1218

Many new science teachers are assigned to teach subjects in which they have not been prepared, a practice referred to as out‐of‐field (OOF) teaching. Teaching OOF has been shown to negatively influence instruction and constrain teachers’ development. In this study, we explored the extent to which new secondary science teachers were assigned OOF across their first 5 years. Analysis of this longitudinal data set indicated that these assignments were common. While new science teachers were assigned to teach a variety of subjects over their first 5 years of teaching, they were not assigned more or fewer OOF courses over time. Furthermore, results indicated that teachers in certain situations are more likely than others to be assigned to teach OOF. Even with federal legislation in the United States seeking to eliminate OOF teaching, a large portion of new secondary science teachers are assigned to teach science disciplines for which they are inadequately prepared. Based on the findings of this study, it is worth exploring policy avenues that eliminate OOF teaching. Policymakers, administrators, and teacher educators should seek to provide supports, such as science‐specific induction programs designed for new teachers who are assigned OOF, and science teacher educators should prepare prospective teachers to teach multiple science disciplines. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1197–1218, 2017  相似文献   

Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study     

Aurora Chang  Sabina Rak Neugebauer  Aimee Ellis  David Ensminger  Ann Marie Ryan  Adam Kennedy 《Studying Teacher Education》2016,12(2):152-169

Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and university-based classroom discussions) to a model of teacher education that embraces teaching, learning and leading with schools and in communities is challenging, yet exciting work. Little is known about teacher educators’ experiences as they either design or deliver collaborative field-based models of teacher education. In this article, we examine our experiences in the second implementation year of our redesigned teacher education program, Teaching, Learning, and Leading with Schools and Communities (TLLSC) and how these unique experiences inform our teacher educator identities. Through a collaborative self-study, we sought to make meaning of our transformation from a faculty delivering a traditional model to educators collectively implementing a field-based model, by analyzing the diverse perspectives of faculty at different entry points in the TLLSC development and implementation process. We found that our participation in an intensive field-based teacher preparation model challenged our notions of teacher educator identity. In a culture of iterative program design, this study documents the personal and professional shifts in identity required to accomplish this collaborative and dynamic change in approach to teacher education.  相似文献   

Fathers’ and mothers’ home learning environments and children’s early academic outcomes     

Tricia D. Foster  Laura C. Froyen  Lori E. Skibbe  Ryan P. Bowles  Kalli B. Decker 《Reading and writing》2016,29(9):1845-1863

The home learning environment (HLE) that children experience early on is highly predictive of their later academic competencies; however, the bulk of this work is operationalized from mothers’ perspectives. This study investigates the HLE provided by both mothers and fathers to their preschoolers (n = 767), with consideration for how parents’ practices relate to one another as well as how these practices predict children’s early academic outcomes. Using an SEM framework, results indicate that while, overall, mothers provide HLE activities more frequently than fathers do, both mothers (β = .18, p < .05) and fathers (β = .22, p < .05) make unique contributions to their preschooler’s early academic skills, but only for families where mother has less than a bachelor’s degree. For families where mother has a bachelor’s degree or higher, the effect of father’s HLE practices is not a significant predictor of children’s academics when considering mother’s HLE. For all families, fathers are providing a variety of HLE activities to their young children; and, although these may occur less frequently than mothers’ practices, they are particularly important for the academic development of children whose mothers have less than a bachelor’s degree. Practical implications are discussed.  相似文献