College Students’ Perceptions About the Plausibility of Human-Induced Climate Change   总被引：2，自引：0，他引：2  

Doug Lombardi  Gale M. Sinatra 《Research in Science Education》2012,42(2):201-217

Overcoming students’ misconceptions may be a challenge when teaching about phenomena such as climate change. Students tend to cite short-term weather effects as evidence to support or refute long-term climate transformations, which displays a fundamental misunderstanding about weather and climate distinctions. Confusion about weather and climate may also reflect student misunderstanding about deep time, a concept that spans several scientific content areas. This study examines the relationships between students’ understanding of deep time and their understandings of the distinctions between weather and climate, as well as how these understandings influence students’ perceptions about the plausibility of human-induced global climate change. Undergraduate students enrolled in an introductory science class on global climate change completed measures of their (a) understanding of distinctions between weather and climate, (b) knowledge of deep time, and (c) plausibility perceptions of human-induced climate change, both at the beginning and end of the course. The study includes comparison groups of similar students enrolled in introductory physical geography classes. Results revealed that greater knowledge of deep time and increased plausibility perceptions of human-induced climate change provide significant explanation of variance in students’ understanding of weather and climate distinctions. Furthermore, students achieve significantly increased understanding of weather and climate, even with brief instruction.  相似文献   

Are Student Evaluations of Teaching Effectiveness Valid for Measuring Student Learning Outcomes in Business Related Classes? A Neural Network and Bayesian Analyses     

Craig S. Galbraith  Gregory B. Merrill  Doug M. Kline 《Research in higher education》2012,53(3):353-374

In this study we investigate the underlying relational structure between student evaluations of teaching effectiveness (SETEs) and achievement of student learning outcomes in 116 business related courses. Utilizing traditional statistical techniques, a neural network analysis and a Bayesian data reduction and classification algorithm, we find little or no support for the validity of SETEs as a general indicator of teaching effectiveness or student learning. In fact, the underlying structure appears to be non-linear and possibly negatively bimodal where the most effective instructors are within the middle percentiles of student course ratings, while instructors receiving ratings in the top quintile or the bottom quintile are associated with significantly lower levels of student achievement.  相似文献   

The Relationships Among Generativity,Values, Individual Differences,and Commitment to an Ideal Vision     

Doug Leigh 《Performance Improvement Quarterly》2014,27(2):7-34

Kaufman ( 2006a , 2011 ) defines Ideal Visions as measurable statements of the kind of world an organization, as well as its associates and external stakeholders, commits to help create for the future. This study investigated the relationships among several research‐supported variables regarding personality aspects and individual characteristics with indicators of individuals’ motivation to achieve goals aimed at adding value to external clients and society. Indicators of generative beliefs, values, individual differences, and commitment to an Ideal Vision were examined in this study. Generativity (the concern in establishing and guiding the next generation), membership and activity in a formal civic organization, and gender, each demonstrated a statistically significant relationship with commitment to an Ideal Vision. In addition, various values were ranked differentially by those with relatively high versus low commitment to an Ideal Vision. A discussion of how these variables warrant the ongoing investigation into these variables is provided.  相似文献   

Creating a Local Print Repository for State Consortium Online Purchases     

Doug Kiker 《期刊图书馆员》2013,64(3-4):265-267

A group of eleven public university libraries, comprising the Council of State University Libraries consortium, created an experimental archive to retain one print copy of online journals for use of consortium members. The article addresses the initial concerns, development of the project, methods used, and concerns for the future. The article raises the question of whether libraries need to archive print backups for online materials as well as who should do the archiving and to what extent.  相似文献   

Standards-based school mathematics curricula     

Doug French 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):250-251

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Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties     

Sarah R. Powell  Lynn S. Fuchs  Doug Fuchs 《Learning disabilities research & practice》2013,28(1):38-48

The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.  相似文献   

The instructor's changing role in distance education     

Doug G. Shale 《The American journal of distance education》2013,27(2):21-33

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Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience     

Doug Marston  Paul Muyskens  Matthew Lau  Andrea Canter 《Learning disabilities research & practice》2003,18(3):187-200

The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.  相似文献   

An informal justification for selected degree‐of‐freedom formulae          下载免费PDF全文

Doug Cashing 《Teaching Statistics》2018,40(1):12-15

This article offers some less‐than‐rigorous explanations for the notion of degrees of freedom, and for the particular formulae to be used when computing those values.  相似文献   

Dietary supplements     

Maughan RJ  King DS  Lea T 《Journal of sports sciences》2004,22(1):95-113

For the athlete training hard, nutritional supplements are often seen as promoting adaptations to training, allowing more consistent and intensive training by promoting recovery between training sessions, reducing interruptions to training because of illness or injury, and enhancing competitive performance. Surveys show that the prevalence of supplement use is widespread among sportsmen and women, but the use of few of these products is supported by a sound research base and some may even be harmful to the athlete. Special sports foods, including energy bars and sports drinks, have a real role to play, and some protein supplements and meal replacements may also be useful in some circumstances. Where there is a demonstrated deficiency of an essential nutrient, an increased intake from food or from supplementation may help, but many athletes ignore the need for caution in supplement use and take supplements in doses that are not necessary or may even be harmful. Some supplements do offer the prospect of improved performance; these include creatine, caffeine, bicarbonate and, perhaps, a very few others. There is no evidence that prohormones such as androstenedione are effective in enhancing muscle mass or strength, and these prohormones may result in negative health consequences, as well as positive drug tests. Contamination of supplements that may cause an athlete to fail a doping test is widespread.  相似文献