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Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
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Jin Woo Lee Anastasia Ostrowski Aileen Huang-Saad Colleen M. Seifert 《European Journal of Engineering Education》2019,44(3):360-378
ABSTRACTWith increasing demand for improved medical equipment and healthcare, next-generation biomedical engineers need strong design skills. Equipping biomedical engineering students with tools for idea generation and development can increase student design success. Design Heuristics are an ideation tool developed through empirical studies of product designs. While identified in the mechanical engineering space, Design Heuristics may be applicable in biomedical engineering design. In our study, we implemented a Design Heuristics session during upper-level undergraduate and first-year graduate biomedical engineering design courses. We examined the applicability of Design Heuristics within individual and team concept generation contexts. The findings demonstrated that biomedical engineering students were able to use Design Heuristics to generate multiple concepts, and that initial concepts produced using Design Heuristics were carried over into final team design. The results support the applicability of Design Heuristics to student idea generation in biomedical engineering design. 相似文献
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Eleanore Fisher 《Roeper Review》2013,35(3):49-51
Research demonstrates that the label “gifted” has different meanings for different groups of parents, but most parents find it difficult to separate the label from the entity of giftedness. 相似文献
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Research examining our ability to avoid obstacles in our path has stressed the importance of visual input. The aim of this study was to determine if athletes playing varsity-level field sports, who rely on visual input to guide motor behaviour, are more able to guide their foot over obstacles compared to recreational individuals. While wearing kinematic markers, eight varsity athletes and eight age-matched controls (aged 18–25) walked along a walkway and stepped over stationary obstacles (180° motion arc). Visual input was manipulated using PLATO visual goggles three or two steps pre-obstacle crossing and compared to trials where vision was given throughout. A main effect between groups for peak trail toe elevation was shown with greater values generated by the controls for all crossing conditions during full vision trials only. This may be interpreted as athletes not perceiving this obstacle as an increased threat to their postural stability. Collectively, findings suggest the athletic group is able to transfer their abilities to non-specific conditions during full vision trials; however, varsity-level athletes were equally reliant on visual cues for these visually guided stepping tasks as their performance was similar to the controls when vision is removed. 相似文献
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Two groups of gifted adolescents solved two similar intelligence tests with differing levels of task difficulty in reverse order. Under both conditions the performance level on the less complex test was much lower, a result not observed in a control group of average intelligence. Behavioural observations revealed that the low performance of the gifted students was combined with lack of effort. This performance pattern is discussed with respect to recent postulates of achievement motivation theory, which empasize the impact not only of the achievement motive, but also of the informational value of a given task for evaluating own level of ability. It is argued that the perceived informational value of the easier test was not high enough to create an incentive for the gifted students to perform at the highest possible level 相似文献
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Colleen Vale Alasdair McAndrew Siva Krishnan 《Journal of Mathematics Teacher Education》2011,14(3):193-212
A professional learning program for teachers of junior secondary mathematics regarding the content and pedagogy of senior
secondary mathematics is the context for this study of teachers’ mathematical and pedagogical knowledge. The analysis of teachers’
reflections on their learning explored teachers’ understanding of mathematical connections and their appreciation of mathematical
structure. The findings indicate that a professional learning program about senior secondary mathematics can enable practicing
teachers to deepen and broaden their knowledge for teaching junior secondary mathematics and develop their practice to support
their students’ present and future learning of mathematics. Further research is needed about professional learning approaches
and tasks that may enable teachers to imbed and develop awareness of structure in their practice. 相似文献