Evaluation of a BSW Research Experience: Improving Student Research Competency     

Ellen E. Whipple  Anne Hughes  Susan Bowden 《Journal of Teaching in Social Work》2013,33(4):397-409

This article examines the experience of 24 BSW students in a faculty-mentored undergraduate research experience (URE) over the course of 1 academic year. In particular, we sought to better understand students’ self-perceived sense of competency across 15 specific research skills. In addition, we examined the URE’s impact on students’ knowledge about and attitudes toward research, as well as anxiety levels about research. A cross-sectional pre- and posttest design utilized both quantitative (survey) and qualitative (focus group) methodologies. All of the students’ ratings of their 15 research skills improved over time; 3 were statistically significant. Students demonstrated the most gain in evidence-based practice, ability to use statistical software, and data entry and analysis. Both knowledge about and attitude toward research improved significantly. Anxiety levels were surprisingly low. The importance of faculty mentoring is discussed, and suggestions for future research are provided.  相似文献   

Administrators' Roles in Helping Teachers Use Formative Assessment Information     

Connie M. Moss  Susan M. Brookhart  Beverly A. Long 《教育实用测度》2013,26(3):205-218

Research on formative classroom assessment practices and professional development is richer at the classroom/teacher level than at the building/administrator level. Yet administrator leadership is known to be critical for school reforms, including a change to more formative, learning-oriented assessment practices. The researchers conducted an exploratory study using two years of data from a large, rural school district to describe administrators' learning as they participated in a professional development project designed to increase their knowledge and leadership of formative assessment. Teachers skilled at formative assessment, in the view of their administrators, shared learning targets with students in multiple ways and before, during, and after the lesson. The leadership of administrators was critical to the implementation of formative classroom assessment in their buildings. Administrators who became the leading learner focused their observations in classrooms more intently than before on what the students (not just the teachers) were doing. They understood formative assessment themselves, and their schools were the ones that made progress implementing formative assessment.  相似文献   

Predicting introductory programming performance: A multi-institutional multivariate study   总被引：1，自引：1，他引：0  

Susan Bergin  Ronan Reilly 《Computer Science Education》2013,23(4):303-323

A model for predicting student performance on introductory programming modules is presented. The model uses attributes identified in a study carried out at four third-level institutions in the Republic of Ireland. Four instruments were used to collect the data and over 25 attributes were examined. A data reduction technique was applied and a logistic regression model using 10-fold stratified cross validation was developed. The model used three attributes: Leaving Certificate Mathematics result (final mathematics examination at second level), number of hours playing computer games while taking the module and programming self-esteem. Prediction success was significant with 80% of students correctly classified. The model also works well on a per-institution level. A discussion on the implications of the model is provided and future work is outlined.  相似文献   

An Expanded Taxonomy of Sorting Algorithms     

Susan M. Merritt 《Computer Science Education》2013,23(1):103-110

I present an expanded taxonomy of sorting algorithms that is based upon Merritt's inverted taxonomy [1] and Lau's logic‐based derivations [2, 3]. The inverted taxonomy was based on a higher level, more abstract, and conceptually simple top‐down approach to sorting than the traditional taxonomy such as that given by Knuth [4], Work done in automatic program synthesis suggested the approach. Sorts were divided into two categories, hardsplit/easyjoin and easysplit/hardjoin, of which quicksort and mergesort are the canonical examples, respectively. Lau's [2, 3] logic‐based derivations strengthen the inverted taxonomy by deriving comparison‐based sorting algorithms that fall into the two categories of hardsplit/easyjoin and easysplit/hardjoin. Moreover, they expand the taxonomy by deriving distributive algorithms in a symmetric way.  相似文献   

Services and Supports for Students with Traumatic Brain Injury: Survey of State Educational Agencies     

Ann Glang  Deborah Ettel  Bonnie Todis  Wayne A. Gordon  Jennifer M. Oswald  Susan L. Vaughn 《Exceptionality》2013,21(4):211-224

Long-term follow-up studies conducted during the K–12 school years suggest that challenges related to childhood traumatic brain injury (TBI) tend to persist or worsen over time. A 1999 survey of State Directors of Special Education revealed that most states had emerging initiatives for children with TBI and were expanding their capacity to serve this growing population. To determine whether significant changes in patterns of identification and service delivery had occurred, State Directors and brain injury consumer organizations were surveyed. Survey results show some improvement, but significant gaps remain. Most state education administrators perceive a gap between incidence of childhood TBI and identification of students with TBI to receive special education services. Recommendations for policy changes and research are provided.  相似文献   

What Does the Skill of Observation Look Like in Young Children?     

Jane Susan Johnston 《International Journal of Science Education》2013,35(18):2511-2525

Fifty‐six children, aged between 4 and 11 years, in seven groups, were videoed playing with, being questioned about and sorting a collection of toys in order to identify what skills of observation looked like in young children, how observations influenced other scientific skills and what supported the skill of observation. Children’s skills of observation were found to be similar across all ages and included affective, functional, social and exploratory comments, actions, and questions. These initial observations led to the use of other scientific process skills: classification, prediction, hypotheses, along with explanation for younger children and interpretations for older children. There was generally a greater sophistication of observation skills with increasing age of the children. Observations in young children were found to be tactile and developed in two ways: by engaging in more unique close observation and interpreting observation by utilising previous knowledge and experiences. Important factors affecting the development of observational and other scientific skills were found to be the context (activity, environment, resources) and combination of social interactions between individuals, peers, and adults. This combination supported the development of both observational and other scientific skills, although the nature and amount of this interaction appeared individual to different groups of children and could not be predicted.  相似文献   

Engaging Karen refugee students in science learning through a cross-cultural learning community     

Susan G. Harper 《International Journal of Science Education》2013,35(3):358-376

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The Usefulness of a Science Degree: The “lost voices” of science trained professionals     

Susan Rodrigues  Russell Tytler  Linda Darby  Peter Hubber  David Symington  Jane Edwards 《International Journal of Science Education》2013,35(11):1411-1433

This paper reports a study of science graduates who are employed in positions outside their discipline specialisation. The research was designed to uncover the reasons for them choosing to study science at university, the competencies they utilise in their work and their lives, and how these relate to their undergraduate education in science. The study is seen as important in that already about one‐half of science graduates are in such positions and it is argued that there is a need in scientific and technologically based societies to have a greater representation of such people in decision‐making positions in government and industry. The directions for the science degree that can be drawn from the data gathered are congruent with those arising from other relevant studies. That is, attention should be paid to widely used skills, such as communication and problem‐solving, and to developing an understanding of science within its social and ethical context. An argument is mounted for considering the way the science degree is presented to potential students and to the general public.  相似文献   

Some Methodological Issues with “Draw a Scientist Tests” among Young Children     

Susan C. Losh  Ryan Wilke  Margareta Pop 《International Journal of Science Education》2013,35(6):773-792

Children’s stereotypes about scientists have been postulated to affect student science identity and interest in science. Findings from prior studies using “Draw a Scientist Test” methods suggest that students see scientists as largely white, often unattractive, men; one consequence may be that girls and minority students feel a science career is “not like me”. However, a major shortcoming in prior research is that scholars have asked children to draw only scientists, thus making interpretations of earlier research findings ambiguous. We added other professionals to compare how 616 drawings of teachers, scientists, and veterinarians by 206 elementary school children varied by student gender, ethnicity, and grade. Students made clear distinctions: drawing teachers as most attractive and largely female, and scientists as most often male and least attractive. Aspects of the drawings suggest that scientists do have an “image problem” among children. However, large sex differences in the drawings and often‐unrecognizable gender figures in boys’ pictures lead us to question use of the “Draw a Scientist Test” as a projective test among young children.  相似文献   

Open secrets and problems of queer ethnography: Readings from a religious studies classroom     

Susan Talburt 《International journal of qualitative studies in education》2013,26(5):525-539

This article questions the logic of ethnographic inquiry that seeks to make gay and lesbian subjects seen and heard. I consider poststructural and queer challenges to ethnography's project of representing subjects, experiences, and voices to suggest that inquiry into gay and lesbian subjects analyze practices as they are constituted in social and institutional locations. Queer theorists' explorations of the "open secret" and the "epistemology of the closet," characterized by circulations of knowledge and ignorance, point to a need to place the contours of (un)knowing at the center of inquiry. I turn to participants' readings of Introduction to Christianity, taught by a lesbian faculty member, to theorize the effects of religious and sexual open secrets in constituting her pedagogy. Based on the intangible circulations of knowledge and ignorance in and around her teaching, I posit possibilities for ethnography that engage with queer theory to understand the construction and effects of practices.  相似文献