Undergraduate science research: a comparison of influences and experiences between premed and non-premed students     

Pacifici LB  Thomson N 《CBE life sciences education》2011,10(2):199-208

Most students participating in science undergraduate research (UR) plan to attend either medical school or graduate school. This study examines possible differences between premed and non-premed students in their influences to do research and expectations of research. Questionnaire responses from 55 premed students and 80 non-premed students were analyzed. No differences existed in the expectations of research between the two groups, but attitudes toward science and intrinsic motivation to learn more about science were significantly higher for non-premed students. Follow-up interviews with 11 of the students, including a case study with one premed student, provided explanation for the observed differences. Premed students, while not motivated to learn more about science, were motivated to help people, which is why most of them are pursuing medicine. They viewed research as a way to help them become doctors and to rule out the possibility of research as a career. Non-premed students participated in research to learn more about a specific science topic and gain experience that may be helpful in graduate school research. The difference in the reasons students want to do UR may be used to tailor UR experiences for students planning to go to graduate school or medical school.  相似文献   

Preservice Teachers’ TPACK: Using Technology to Support Inquiry Instruction     

Jennifer L. Maeng  Bridget K. Mulvey  Lara K. Smetana  Randy L. Bell 《Journal of Science Education and Technology》2013,22(6):838-857

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Negotiating Academic Learning and Research: The Spiritual Praxis of Graduate Students of Color     

Riyad Ahmed Shahjahan  Lara Barker 《Equity & Excellence in Education》2013,46(4):456-472

Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture.  相似文献   

Faculty Perceptions of Loughborough's Online Reading List System (LORLS) at Dublin Business School (DBS)     

Marie O'Neill  Lara Musto 《New Review of Academic Librarianship》2017,23(4):353-376

Using a mixed methods research approach this study explores faculty perceptions of LORLS at DBS. Data generated by the study will inform advocacy, marketing and training initiatives to promote the platform. The study concludes with a number of deductive and inductive findings. The first is that although DBS faculty are highly predisposed to using LORLS, there are a number of variables that impact its use that must be considered in the context of advocacy, marketing and training activities. Grounded theory analysis of the focus group data also revealed that faculty would like LORLS to have greater interoperability with the virtual learning environment (VLE) Moodle. A key output of the study is a LORLS Process Implementation Chart for proposed inclusion on the LORLS developers' implementation blog to assist other organizations with LORLS adoption. The chart synthesizes the key findings of the literature review and of the data generated in this study.  相似文献   

Exploring the relationship between institutional and professional autonomy: a comparative study between Portugal and Finland     

Teresa Carvalho  Sara Diogo 《Journal of Higher Education Policy & Management》2018,40(1):18-33

By comparing two distinct settings–Portugal and Finland–and based on previous studies revealing similar trends in both countries, this article analyses the relationship between institutional and academic autonomy in the higher education sector. Based on crosschecking of the literature review and 47 interviews with key actors in both the Portuguese and Finnish higher education systems, the authors analyse the extent to which the political attempts to increase institutional autonomy are perceived by academics in these countries as leading to an increase in their professional autonomy. Data reveals that there is a lack of complete correspondence between the way different institutional dimensions have been changing at the organisational level and the way academics perceive the effects at the professional level. While there is a correspondence in the perceptions over organisational and interventional autonomy, no correspondence is found concerning policy autonomy in both countries. Furthermore, there are no homogeneous perceptions within academics group in each country concerning professional autonomy.  相似文献   

Self or (M)other? Infants’ Sensitivity to Bodily Overlap With Their Mother Reflects Their Dyadic Coordination     

Lara Maister  Lilla Hodossy  Manos Tsakiris  Jeanne L. Shinskey 《Child development》2020,91(5):1631-1649

Adults experience greater self-other bodily overlap in romantic than platonic relationships. One of the closest relationships is between mother and infant, yet little is known about their mutual bodily representations. This study measured infants’ sensitivity to bodily overlap with their mother. Twenty-one 6- to 8-month-olds watched their mother’s face or a stranger’s face being stroked synchronously versus asynchronously with their own face. Infants preferred synchrony only when viewing their mother, not when viewing the stranger. Infants who strongly preferred synchrony with their mother also experienced less coordination with her in naturalistic interactions. Infants thus appear sensitive to bodily overlap with their mother, and this overlap reflects dyadic coordination, supporting theoretical accounts of intersubjectivity in the development of the bodily self.  相似文献   

Using electronic communication to bridge the research to practice gap among mentoring professionals     

Cindy Ann Smith  Lara Willox  Courtney Olds 《Mentoring & Tutoring: Partnership in Learning》2017,25(3):369-390

The field of mentoring includes a broad base of stakeholders, such as researchers and practitioners who implement mentoring programs. The research-to-practice gap is an ongoing area of concern in many fields of social science including mentoring. One reason for this is that researchers and practitioners often operate in isolation. Technology is playing an ever-increasing role in the professional lives of practitioners and researchers, therefore, this study explored the engagement of both groups through the YOUTHMENTORING list serve; a resource provided by the University of Illinois-Chicago. Through a comprehensive qualitative study of list serve content, connections, and engagement it was found that the YOUTHMENTORING list serve promoted collaboration among stakeholders. Members found the resource to be valuable to their practice. Implications for the field and future research are discussed.  相似文献   

Convergence of Sequences and Series 2: Interactions Between Nonvisual Reasoning and the Learner’s Beliefs about their own Role     

Lara Alcock  Adrian Simpson 《Educational Studies in Mathematics》2005,58(1):77-100

This paper examines the work of students who, when reasoning about real analysis, do so almost exclusively by means of verbal and algebraic reasoning, and tend not to incorporate visual images into their work. It examines the work of students from two parallel courses of introductory real analysis, whose reasoning ranges from those who introduce definitions appropriately and work with them competently, to those who cannot recall definitions and appear to manipulate notation without regard for its reference. It presents a theory that relates the differences to students expectations regarding their role as learners of mathematics. Throughout, the argument is illustrated with interview data from which the theory was inductively generated.  相似文献   

Communicating the new chemistry in 18th-century Portugal: Seabra’s Elementos de Chimica     

Ana Carneiro  Maria Paula Diogo  Ana Simões 《Science & Education》2006,15(7-8):671-692

In this paper, we analyse the aims, contents and impact of Seabra’s two-volume textbook – Elementos de Chimica (Elements of Chemistry) – published in 1788 and 1790. Seabra’s Elements of Chemistry does not conform to the characteristics usually ascribed to textbooks by traditional historiography, and in particular to textbooks published in the peripheries. Marking the arrival of the new chemistry in Portugal, in a period in which many still resisted Lavoisier’s chemistry, this textbook was a state of the art account written in Portuguese, interspersed with critical evaluations, original comments and novel contributions. Despite being the only Portuguese chemistry textbook written during this period, it had hardly any readers, even among its natural audience at the University of Coimbra.  相似文献   

Graphonomics,automaticity and handwriting assessment     

Oliver Tucha  Lara Tucha  Klaus W. Lange 《Literacy》2008,42(3):145-155

A recent review of handwriting research in Literacy concluded that current curricula of handwriting education focus too much on writing style and neatness and neglect the aspect of handwriting automaticity. This conclusion is supported by evidence in the field of graphonomic research, where a range of experiments have been used to investigate this issue from a movement perspective. The present article offers a brief introduction to a graphonomic approach to handwriting analysis and the findings of graphonomic research about handwriting automaticity. These findings indicate that attentional control to any characteristic of the writing process (e.g. direction, lexical status, movement, style) results in an impairment of handwriting automaticity. These findings support and add a new dimension to previous conclusions.  相似文献