Revising Strategy Instruction in Inclusive Settings: Effects for English Learners and Novice Writers     

Susan De La Paz  Cindy K. Sherman 《Learning disabilities research & practice》2013,28(3):129-141

Twenty‐three students with varying academic and linguistic profiles were taught a strategy for revising expository essays, using the Self‐Regulated Strategy Development model for instruction. Students learned basic revising tactics and to consider text structure as they managed decisions on how to improve their essays. Instructional effects were assessed using a multiple baseline with multiple probes in baseline design. Positive results were found for English learners, including those who were identified as having learning disabilities, or who were low‐, average‐ and high‐achieving writers; moreover, results were equally positive for students who were not English learners. After instruction and 4 weeks later, students revised more, produced more revisions that improved text, and revised longer text segments, which resulted in an improvement in overall quality.  相似文献   

Public-Private Symbiosis in Nashville Special Education     

Sherman Dorn 《History of education quarterly》2002,42(3):368-394

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Kuhn and conceptual change: on the analogy between conceptual changes in science and children     

Christian Greiffenhagen  Wendy Sherman 《Science & Education》2008,17(1):1-26

This article argues that the analogy between conceptual changes in the history of science and conceptual changes in the development of young children is problematic. We show that the notions of ‘conceptual change’ in Kuhn and Piaget’s projects, the two thinkers whose work is most commonly drawn upon to support this analogy, are not compatible in the sense usually claimed. We contend that Kuhn’s work pertains not so much to the psychology of individual scientists, but to the way philosophers and historians should describe developments in communities of scientists. Furthermore, we argue that the analogy is based on a misunderstanding of the nature of science and the relation between science and common sense. The distinctiveness of the two notions of conceptual change has implications for science education research, since it raises serious questions about the relevance of Kuhn’s remarks for the study of pedagogical issues.  相似文献   

Neuroticism and Depressive Symptomatology: The Mediating Influence of College Student Floccinaucinihilipilification     

Sherman A. Lee  Ruth Yeh  Nicole A. Surething 《Journal of College Counseling》2013,16(2):115-128

This study tested a mediation model between depression and neuroticism on 209 college students. Previous research suggests that students who appraise their lives as having no value or worth, which is known as floccinaucinihilipilification (flocci), may be prone to depressive symptoms because of a neurotic disposition. Results found flocci domains targeted at the self and relationships partially mediated the neuroticism–depression relation. Implications and recommendations for professionals are discussed.  相似文献   

A Community College Program Serving Female Displaced Workers     

Ruth Sherman 《Equity & Excellence in Education》2013,46(3):69-71

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Book reviews     

Alexandre Vexliard  Gordon Bishop  Sinai Ucko  Ingvar Werdelin  Eric Hoyle  Horst Magdeburg  W. D. Halls  Oskar Anweiler  William W. Brickman  R. Murray Thomas  Edmund King  Robert F. Lawson  Anton Bemmerlein  Gilbert L. de Landsheere  H. H. Stern  Klaus Schüttler-Janikulla  Ben Morris  Sherman D. Spector  David A. Walker  Robert J. Meeker  Franklin Parker  Joseph Majault  Nigel Grant  Rolland G. Paulston  John B. Biggs  Klaus Meyer 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(3):343-380

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Service Learning Experiences in University Science Degree Courses     

Ann Sherman  Leo MacDonald 《Innovative Higher Education》2009,34(4):235-244

This article describes a study about a service learning project at a small undergraduate university. We examined how professors and students became involved in service learning through course work and related activities. This study sought to find out why participation in service learning is low in post-secondary education science and mathematics courses. Participants described challenges to participation as well as benefits which, if emphasized, may allow for some growth in participation by science degree students.  相似文献   

Effectiveness of a simulated clinical examination in the assessment of the clinical competencies of entry-level trainees in a family medicine residency programme     

Vernon R. Curran  Roger Butler  Pauline Duke  William H. Eaton  Scott M. Moffatt  Greg P. Sherman 《Assessment & Evaluation in Higher Education》2012,37(1):99-112

Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a Simulated Clinical Examination (SCE) method as a means of assessing the clinical skill competencies of entry-level family medicine residents. Two entering cohorts of PGY1 family medicine residents (N = 35) participated in a SCE encompassing realistic clinical encounters with standardised patients (SPs). Residents were asked to complete pre- and post-evaluation surveys, and both faculty and residents were invited to participate in separate focus groups. The SCE was perceived as a useful method during the early phases of postgraduate training for assessing clinical skill competencies, providing constructive feedback to residents and enhancing self-awareness and confidence. The SCE also appeared to be useful in fostering confidence in interviewing and diagnostic reasoning, however self-reported confidence in the ability to perform clinical skill tasks related to history taking, physical examination and differential diagnosis was not associated with observed performance in these areas. The SCE was an effective technique for benchmarking skill performance, however further research is required to evaluate the effect of this on the self-assessment abilities of trainees over the course of postgraduate medical education.  相似文献   

Team-based curriculum design as an agent of change     

Andrew R. Burrell  Michael Cavanagh  Sherman Young  Helen Carter 《Teaching in Higher Education》2013,18(8):753-766

Curriculum design in higher education environments, namely the consideration of aims, learning outcomes, syllabus, pedagogy and assessment, can often be ad hoc and driven by informal cultural habits. Academics with disciplinary expertise may be resistant to (or ignorant of) pedagogical approaches beyond existing practice. In an environment where there is a need to develop online activities for students, one way to counter this friction is through a team-based approach underpinned by design-thinking. A design-thinking team brings together content, pedagogical and technical expertise to examine and resolve curriculum design issues. This paper explores a number of case studies in which such teams developed units of study and programmes for online delivery. The paper looks at the possibilities that the team approach can be a vehicle to instigate cultural change within and beyond the team; that is, from an individualist to a collective approach and ownership of the curriculum and its design, maintenance and continuous improvement.  相似文献   

“Initialization” in international broadcasting     

Charles E. Sherman  F. Kim Hodgson 《广播与电子媒介杂志》2013,57(2):259-266

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