University students’ strategies and criteria during self-assessment: instructor’s feedback,rubrics, and year level effects     

Panadero  Ernesto  Pérez  Daniel García  Ruiz  Javier Fernández  Fraile  Juan  Sánchez-Iglesias  Iván  Brown  Gavin T. L. 《European Journal of Psychology of Education - EJPE》2023,38(3):1031-1051

European Journal of Psychology of Education - This study explores the effects of feedback type, feedback occasion, and year level on student self-assessments in higher education. In total, 126...  相似文献   

The Nature of Scientific Explanation: Examining the perceptions of the nature,quality, and “goodness” of explanation among college students,science teachers,and scientists     

Sahar Alameh  Fouad Abd-El-Khalick  David Brown 《科学教学研究杂志》2023,60(1):100-135

Issues regarding scientific explanation have been of interest to philosophers from Pre-Socratic times. The notion of scientific explanation is of interest not only to philosophers, but also to science educators as is clearly evident in the emphasis given to K-12 students' construction of explanations in current national science education reform efforts. Nonetheless, there is a dearth of research on conceptualizing explanation in science education. Using a philosophically guided framework—the Nature of Scientific Explanation (NOSE) framework—the study aims to elucidate and compare college freshmen science students', secondary science teachers', and practicing scientists' scientific explanations and their views of scientific explanations. In particular, this study aims to: (1) analyze students', teachers', and scientists' scientific explanations; (2) explore the nuances about how freshman students, science teachers, and practicing scientists construct explanations; and (3) elucidate the criteria that participants use in analyzing scientific explanations. In two separate interviews, participants first constructed explanations of everyday scientific phenomena and then provided feedback on the explanations constructed by other participants. Major findings showed that, when analyzed using NOSE framework, participant scientists did significantly “better” than teachers and students. Our analysis revealed that scientists, teachers, and students share a lot of similarities in how they construct their explanations in science. However, they differ in some key dimensions. The present study highlighted the need articulated by many researchers in science education to understand additional aspects specific to scientific explanation. The present findings provide an initial analytical framework for examining students' and science teachers' scientific explanations.  相似文献   

The importance of reflection in experiential learning with community and youth workers for the learning age     

Mary Kenny  Sue Ralph  Marie Brown 《International Journal of Lifelong Education》2013,32(2):115-125

The New Labour government, in its Green Paper on the Learning Age, published in February 1998, put lifelong learning at the heart of its programme. In this article we aim to demonstrate that there is a direct parallel between the processes outlined in the Green Paper and the processes of experiential learning and community development by focusing on the Diploma in Community and Youth Work Studies run by the Community Work Unit (CWU) based in the Centre for the Development of Continuing Education at the University of Manchester.

Community action provides a setting for informal education. Community workers are in a unique position in relation to developing the potential for learning in the groups and individuals with whom they work. Their education and training should enable them to articulate and value their experience and reflect upon it in order to establish a meaningful basis for further self- and/or community development. We will explore how the CWU uses participative learning methods which recognize, value and use the experience and understanding of the participants as a basis for their own and others’ learning, and the relevance of these learning methods to the work practice of the participants.  相似文献   

Jedidiah morse and the bavarian illuminati: An essay in the rhetoric of conspiracy     

Charles J. G. Griffin 《Communication Studies》2013,64(3-4):293-303

This study examines the role of the the jeremiad in shaping public attitudes toward political dissent during the Franco‐American Crisis of 1798‐99. Attention is focused on three widely publicized sermons in which the Reverend Jedidiah Morse disclosed details of a dark conspiracy involving both domestic critics of the Adams administration and a mysterious order of European anarchists known as the Bavarian Illuminati. By framing his suspicions in the form of a jeremiad, Morse evoked a rhetorical context which portrayed the conspiracy as a divine test of American civic piety. As a result, the conspiracy provided a rhetorical justification for the condemnation of domestic political dissent on moral grounds.  相似文献   

Lack of Relationship Between Functional and Perceived Quality of Life Outcomes Following Pulmonary Rehabilitation     

Stephen P Bailey  Laureen Brown  Elizabeth K Bailey 《Cardiopulmonary Physical Therapy Journal》2008,19(1):3-10

Individuals with chronic obstructive pulmonary disease (COPD) have been shown to benefit from participation in pulmonary rehabilitation (PR) programs that include exercise training and education. Purpose: To examine the relationship between improvements in 6 minute walk distance and perceived quality of life in individuals with COPD following completion of a PR program. Methods: The records of 139 individuals completing a PR program (3 times a week for 8 weeks) were retrospectively examined. Prior to entry and upon completion of the program each individual completed a 6 minute walk test (6MWT), the SF-36 Health survey, and the UCSD Shortness of Breath Questionnaire (SOB). SF-36 results were analyzed according to 8 subscales [Physical Functioning (PF), Role Physical (RF), Bodily Pain (BP), General Health (GH), Vitality (V), Social Functioning (SF), Role Emotional (RE), and Mental Health (MH)]. Results: PR resulted in significant improvements in 6MWTdistance (Pre = 845 ± 37 ft, Post = 1127 ± 32 ft, p < 0.001), PF (p < 0.001), RF (p = 0.001), Vitality (p = 0.002), SF (p < 0.001), RE (p = 0.037), MH (p < 0.001) and SOB (Pre = 53 ± 2, Post = 47 ± 2, p < 0.001). The change in 6MWT distance was not related to changes in PF (r = 0.17), RF (r = 0.03), GH (r = 0.03), Vitality (r = −0.001), SF (r = 0.01), RE (r = 0.06), MH (r = −0.04) or SOB (r = 0.12). The magnitude of improvement in 6MWT distance (68%) was much greater than that observed in PF (15%), RF (16%), GH (6%), VT (18%), SF (20%), RE (14%), MH (14%), or SOB (8%). Conclusions: PR has a positive impact on 6 minute walk distance and perceived quality of life in individuals with COPD; however, changes in 6 minute walk distance appear to have no relationship to changes in perceived quality of life.  相似文献   

The Political Philosophy of Science Policy     

Brown  Mark B. 《Minerva》2004,42(1):77-95

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Exorcising the spectre of interlibrary loans     

David J. Brown 《Learned Publishing》1997,10(3):207-219

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The cinema integraph. A machine for evaluating a parametric product integral     

H.L. Hazen  G.S. Brown  W.R. Hedeman 《Journal of The Franklin Institute》1940,230(2):183-205

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Whatever happened to the (likely) lads? ‘Learning to Labour’ 25 years on     

Christine Griffin 《British Journal of Sociology of Education》2005,26(2):291-297

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SCHOOL RACIAL CLIMATE AND THE ACADEMIC ACHIEVEMENT OF AFRICAN AMERICAN HIGH SCHOOL STUDENTS: THE MEDIATING ROLE OF SCHOOL ENGAGEMENT          下载免费PDF全文

Charity Brown Griffin  Shauna M. Cooper  Isha W. Metzger  Alexandrea R. Golden  C. Nicole White 《Psychology in the schools》2017,54(7):673-688

This investigation utilized an integrative model of development for ethnic minority children and a process model of engagement to explore whether three dimensions of school engagement (behavioral, emotional, and cognitive) mediated relationships between school racial climate, academic performance, and educational aspirations. A total of 139 African American students were recruited from a high school in the southeastern United States. Findings revealed an indirect association between perceptions of racial fairness and academic achievement indicators through behavioral and cognitive engagement. Behavioral and cognitive engagement also mediated relationships between youths’ perceived peer discrimination and academic achievement indicators. No significant indirect associations between teacher discrimination and academic achievement through school engagement dimensions were found. Study limitations, future directions, and implications are discussed.  相似文献