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Gail P. Hollowell Yolanda B. Anderson 《The American journal of distance education》2017,31(3):207-216
ABSTRACTNorth Carolina Central University (NCCU) recognized the need to address the increasing rates of Ds, Fs, and Withdrawal by students matriculating in online courses. Led by two science faculty, a faculty learning community in partnership with the NCCU Division of Extended Studies was created to assess online science course offerings and instruction. Faculty within this learning community completed the Quality Matters (QM) “Applying the Quality Matters Rubric” course. This online training course, coupled with services provided by the NCCU Division of Extended Studies, offered the faculty learning community a variety of pedagogical strategies to meet their instructional needs. All faculty participating in this learning community completed the online training course and all faculty indicated that they implemented changes in their subsequent online course offerings. This article describes the impact of that training and the application of quality course design standards in the Quality Matters Rubric on the design and student outcomes for an Introductory Biology course over four terms. As faculty learning communities are broadly utilized, it is anticipated that this article may present an effective strategy to increase the quality and quantity of online science, technology, engineering and mathematics (STEM) courses at similar institutions. 相似文献
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Kausalai Wijekumar Bonnie J. F. Meyer Puiwa Lei Anita C. Hernandez Diane L. August 《Reading and writing》2018,31(9):1969-1996
Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the web for English learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. 相似文献
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Barbara Johnson Peter Fensham Gail Hildebrand Shirley Sampson 《Research in Science Education》1987,17(1):104-112
Conclusions As the pilot project has only been in operation for one semester there are no profound statements that can be made. What we
have at present is the base information for comparison of all data over the duration of the project. Cross tabulation of the
data to date has begun. However it should be re-iterated here that there appears to be a lack of understanding by the parents'
as to the reason for the all-girls classes at the school and that this situation may be due to the fact that in this school
community we have the typical sex-stereotyping roles and attitudes existing. The big question is, Will this intervention strategy
of single-sex science classes be effective in altering the girls views about what is appropriate for them to study or follow
as a career? 相似文献
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Phoebe Waring Gail Woodyatt 《International Journal of Disability, Development & Education》2011,58(2):155-168
Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results with those of a group of children with spinal muscular atrophy and with those of a group of typically developing children. The Preschool and Primary Inventory of Phonological Awareness was used to assess the PA skills of the participants. Results indicated that the children with DMD performed significantly poorer than the typically developing group on tests of Syllable Segmentation, Rhyme Awareness, Alliteration Awareness and Phoneme Isolation and significantly poorer than the spinal muscular atrophy group on Rhyme Awareness. The findings of this pilot study indicate that children with DMD may have an increased risk of having PA difficulties, thus requiring early PA training. 相似文献
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Gail Crimmins Gregory Nash Kristel Alla Ginna Brock Bree Hickson-Jamieson 《Assessment & Evaluation in Higher Education》2016,41(3):427-441
There has been a threefold increase in the employment of casual academics in Australian universities within the last 20 years, to the extent that most teaching and marking is now undertaken by casual academics, also known as sessional staff. Yet, casualised teaching and assessment has been considered a risk to student engagement and success, and casual academics report a lack of professional development and increased feelings of marginalisation within the academy. Concurrently, the quality assurance of teaching and assessment in higher education has become a central focus of the government-funded regulatory organisation, the Tertiary Education Quality and Standards Agency (TEQSA). Situated within this context, we report on an assessment moderation process that could support casual academics’ contextualised professional development, generate a sense of connectedness and collegiality and fulfil the requirements of TEQSA. Such processes may ensure that workforce growth in the higher education system supports a robust quality assurance and regulatory framework. 相似文献
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This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc. 相似文献
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