“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History   总被引：2，自引：0，他引：2  

Susan K. Gardner 《Higher Education》2007,54(5):723-740

Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization processes that influence their success and how these processes differ by year in the degree program and disciplinary culture. Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance, pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands; Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar; Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’ graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in their degree programs. Suggestions for policy, practice, and further research are discussed.  相似文献   

Establishing a Center to Support Faculty Research     

Laura Goodwin  Elizabeth Kozleski  Rodney Muth  Lynn K. Rhodes  Kim Kennedy White 《Innovative Higher Education》2005,30(4):251-268

This article describes the establishment in fall 2002 of a School of Education Research Center designed to support faculty in increasing productivity and quality in research. Details are provided about center goals, services, staffing, space, resources, and logistics during the first year of operation. In addition, data are shared about faculty usage of the Center, the level of faculty satisfaction with center services in the first year, and initial increases in faculty productivity. The article concludes with plans for continued data collection to monitor the impact of the Center, a discussion of lessons learned at this point in the Center's development, and possibilities for the evolution of the Center. All authors are at the University of Colorado, Denver. Laura Goodwin, Ph.D., University of Colorado at Boulder, is Interim Associate Vice Chancellor for Faculty Affairs and continues to serve as a Faculty Research Associate. Elizabeth Kozleski, Ed.D., University of Northern Colorado, is the Associate Dean for Research in the School of Education. Lynn Rhodes, Ed.D., Indiana University, is the Dean of the School of Education. Rodney Muth, Ph.D., Claremont Graduate School, is a professor of Administrative Leadership and Policy Studies in the school and chaired the Research Center Advisory Board. Kim Kennedy White, M.A., University of Oregon, was the original School of Education Research Center Coordinator and was responsible for collecting most of the data included in this study.  相似文献   

The role of educators of the deaf in the early identification of hearing loss   总被引：1，自引：0，他引：1  

Arehart KH  Yoshinaga-Itano C 《American annals of the deaf》1999,144(1):19-23

About 16,000 babies each year will be identified with hearing loss by age 3 months once universal newborn hearing screening becomes a reality. Identification of hearing loss in infancy, followed by appropriate intervention by age 6 months, can result in normal language development, regardless of degree of hearing loss. As the average age of identification of hearing loss moves downward toward 2 months, children with hearing loss will enter the educational system earlier and with language skills commensurate with those of their hearing peers. In order to provide appropriate services to children with hearing loss and their families, early interventionists will need to forge links to health care providers involved in universal newborn hearing screening programs, to have specialized training in deafness and hearing loss, and to have expertise in providing services to very young children and to children with hearing loss in the broad range from mild to profound.  相似文献   

A Self-Regulated Learning Approach to Teaching Educational Psychology     

Nelson F. Du Bois  Richard K. Staley 《Educational Psychology Review》1997,9(2):171-197

In this paper, we describe an undergraduate educational psychology course that utilizes self-regulated learning as the organizing principle. The course aims to facilitate students' development in self-regulated learning and to promote students' understanding of how to embed instruction for self-regulated learning strategies into classroom teaching. In the first section of the paper, we develop the rationale for this position and identify underlying assumptions we believe should guide the development and implementation of such a program. In the second section of the paper, we demonstrate how we have incorporated these assumptions in a basic educational psychology course.  相似文献   

The Inclusion of Informal Environments in Science Teacher Preparation     

Olson  Joanne K.  Cox-Petersen  Anne M.  McComas  William F. 《Journal of Science Teacher Education》2001,12(3):155-173

Journal of Science Teacher Education -  相似文献   

Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

The vacillating mathematician     

K. B. Athreya 《Resonance》1997,2(1):16-24

The problem of a mathematician who walks from her home to her office and changes her mind repeatedly during this walk is discussed. Stochastic generalizations of this problem can be used to model many real-life situations.  相似文献   

Gender differences in the junior secondary (grade 7) mathematics curriculum in Hong Kong     

K. C. Cheung 《Educational Studies in Mathematics》1989,20(1):97-103

This article seeks to examine gender differences across the mathematics curriculum in the various topic areas and mathematical abilities. It is suggested that a profile of these differences, when compared with students at different grade levels or across curricula, would be more fruitful for classroom teachers and curriculum developers. Breakdown and discriminant function statistics reveal that boys performed better than girls in Geometry and excelled in comprehension, and solving routine and non-routine problems. Girls were better at mathematical manipulation problems.  相似文献   

Effects of maze geometry and experience on exploratory behavior in the rat     

H. J. Uster  K. Bättig  H. H. Nägeli 《Learning & behavior》1976,4(1):84-88

Rats were exposed twice in a rotated sequence to a series of six mazes, consisting of hexagonal alleys, balanced for different alley length and structural complexity. Locomotor activity increased with alley length and decreased with structural complexity of the mazes. Locomotion became less stereotyped with increased experience, showing an increasing number of turns, less constant velocity, loss of the initial preference for outward leading alleys and weakening of the forward tendency at reentry from side alleys into hexagonal alleys. In contrast to these qualitative changes of locomotion, the amount of activity remained almost unchanged throughout the experiment. The results suggest that these increases in locomotion complexity depend upon complex interactions between experience and stimulus content of the mazes.  相似文献   

Genetic and environmental influences on rapid naming and reading ability: A twin study     

Chayna J. Davis  Valerie S. Knopik  Richard K. Olson  Sally J. Wadsworth  John C. DeFries 《Annals of dyslexia》2001,51(1):231-247

The present study assesses the genetic and environmental etiologies of reading, rapid naming (RN), and their covariation by fitting multivariate structural equation models to data from 587 twin pairs in which at least one member of the pair exhibited reading difficulties (low-range) and from 360 control (normal-range) twin pairs who were tested in the Colorado Learning Disabilities Research Center. Results from a bivariate phenotypic analysis with two hypothesized latent factors, READ and RN, indicated that the correlation between reading and rapid naming performance for the low-range sample was significantly higher than that of the normal-range sample. When this model was partitioned to include estimates of genetic, shared environmental, and nonshared environmental influences, resulting heritability estimates did not differ significantly for the low-range and normal-range samples for either READ or RN. However, similar to the phenotypic correlation, the genetic correlation between the READ and RN latent factors could not be equated for the two groups. Thus, the etiology of the relationship between reading performance and rapid naming may differ for children with reading difficulties and normally-achieving readers. Moreover, these results support previous findings that the best predictors of reading skills may differ for samples of children with normal reading levels and those with reading difficulties.  相似文献