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Suzanna E. Henshon 《Roeper Review》2013,35(2):59-62
The quest for culture‐free or even culture‐fair tests of abilities has not succeeded. In their place, a culture‐specific approach to testing is suggested to identify talent hidden by socioeconomic deprivation. The culture‐specific approach to testing for artistic talent in black students suggested here is “Tactuality.” Tactuality was constructed by finding characteristics common to black cultural strengths and the artistically talented. The four characteristics of Tactuality identified were: emotional intensity, flexibility and open‐endedness, holistic perception, and tactile sensitivity. A Tactuality Test (Tac Test) was devised based on these four characteristics. The Tac Test was pilot tested with 63 fourth‐graders comprising an ethnic mixture. Statistical problems with validation occurred, requiring further statistical analysis and a larger test population. 相似文献
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Journal of Science Education and Technology - Despite attempts to generate interest in science and technology careers, US students continue to show reduced interest in science, technology,... 相似文献
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Suzanna K. Long Héctor J. Carlo 《Decision Sciences Journal of Innovative Education》2013,11(3):233-241
This teaching brief describes an innovative multi‐institutional initiative through which integrated student groups from different courses collaborate on a common course project. In this integrated group project, students are asked to design a decentralized manufacturing organization for a company that will manufacture industrial Proton‐Exchange Membrane fuel cells. The groups include students from supply chain management, production planning and scheduling, and facility layout and design courses. Empirical results from the implementation suggest that students responded positively to the integrated experience. Lastly, the article presents implementation strategies for multi‐institutional group projects based on the experiences gained through the collaborative experience. 相似文献
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Interchange - Digital technologies are part of many children’s everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts... 相似文献
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Katherine L. McNeill Lisa M. Marco-Bujosa María González-Howard Suzanna Loper 《International Journal of Science Education》2018,40(12):1455-1475
Fidelity of implementation (FOI) has received attention in calls for funding and research; however, there are numerous ways of conceptualising and measuring this construct. We argue that this conceptualisation is important for recent reform efforts focused on science practices. Consequently, we explored FOI in the context of the enactment of a middle-school curriculum focused on one particular science practice, argumentation. We coded videos of five teachers’ enactments of argumentation lessons using two different fidelity coding schemes. First, Fidelity to Procedure targeted teachers’ adherence to the order and types of procedures. Second, Fidelity to Goal examined teachers’ adherence to the overarching argumentation goals. This analysis resulted in case studies that illustrate distinct patterns in the teachers’ curriculum enactments. One case in particular, Ms Newbury, received a low score for Fidelity to Procedure, but a high score for Fidelity to Goal. She altered procedures to provide her students, all of whom were English Language Learners, with different linguistic supports, but maintained the overarching argumentation goals. Consequently, we argue that FOI for goals may better capture whether teachers’ enactments are supporting students in the science practices. Furthermore, the results suggest the importance of educative curriculum including rationales for the curricular goals. 相似文献
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Emily Vardell Kimberly Loper Vedana Vaidhyanathan 《Medical reference services quarterly》2013,32(2):159-170
Reference departments track patron interactions to illustrate the type and number of services provided as well as to tailor librarians’ time and expertise to the interest and needs of their patrons. Until 2010 the Reference, Education, and Community Engagement Department at the Calder Memorial Library tracked statistics using a complicated system of paper tic sheets and two Excel? spreadsheets. After considering different electronic systems, the department decided to employ an electronic form created with SurveyMonkey? to track patron interactions. After the system had been in place for three months, the authors administered a satisfaction and use survey to collect faculty and staff feedback on the new system. Seven months later the authors undertook usability testing to collect further evaluative data on the electronic form. The patron interaction form continues to be used to collect statistics, provide data for annual reviews, and recognize the contributions of all faculty and staff at the library. 相似文献
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Suzanna E. Henshon 《Roeper Review》2013,35(3):149-153
This article describes the CREST (Creative Resources Enriching Student Talents) program's creative arts model for gifted elementary school students. Using Type I, II, and III activities adapted from Renzulli's enrichment triad model, courses in the visual and performing arts using community resources and artists are scheduled to broaden and enhance each child's creativity. The process encompasses both the gifted and talented students for whom art studies are a growth experience. Identification, goals, planning, curriculum design, and management are explained, and evidence of successful Type III projects are documented. 相似文献
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Suzanna E. Henshon 《Roeper Review》2013,35(3):136-139
The characteristics of teachers in a full day program for the gifted were compared with those of teachers in the regular program using the Teacher Perceiver Interview, a structured interview technique which measures 12 characteristics of outstanding teachers. Six of the themes differentiated between the two groups. In comparing the six themes to characteristics of teachers of the gifted found in the literature, some traits which had previously been suggested to be characteristics of gifted teachers were confirmed, some were found not to be different from good teachers in general, and some characteristics not previously noted were found to differentiate teachers of the gifted. 相似文献
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Suzanna E. Henshon 《Roeper Review》2013,35(4):197-199
Students' progress toward educational goals is usually assessed using achievement tests. Assessment of students’ growth in thinking abilities, however, requires alternate techniques. Since thinking is most often performed in problem‐solving situations, teachers can become the best observers of it by providing situations in which students can practice and demonstrate intelligent behaviors. Some indicators include: perseverence, precision of language, problem‐finding, decreased impulsivity, meta‐cognition, checking for accuracy, transference, flexibility, drawing upon previous knowledge and enjoyment of thinking. 相似文献