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1.
Jason R. Sattizahn Daniel J. Lyons Carly Kontra Susan M. Fischer Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods. 相似文献
2.
Staffing rural and remote schools is an important policy issue for the public good. This paper examines the private issues it also poses for teachers with families working in these communities, as they seek to reconcile careers with educational choices for children. The paper first considers historical responses to staffing rural and remote schools in Australia, and the emergence of neoliberal policy encouraging marketisation of the education sector. We report on interviews about considerations motivating household mobility with 11 teachers across regional, rural and remote communities in Queensland. Like other middle-class parents, these teachers prioritised their children's educational opportunities over career opportunities. The analysis demonstrates how teachers in rural and remote communities constitute a special group of educational consumers with insider knowledge and unique dilemmas around school choice. Their heightened anxieties around school choice under neoliberal policy are shown to contribute to the public issue of staffing rural and remote schools. 相似文献
3.
ABSTRACTThis article explores the current state of Occupational Social Work/Employee Assistance (OSW/EA) education. It examines the relationship between social work curricula, field placement experiences, and entry-level employment opportunities in the OSW/EA field. It is based on an educational initiative called the Partnership for Employee Assistance Education. Drawing on the OSW/EA literature, surveys, and focus group materials, the article concludes that the nature of OSW/EA is being reshaped by information technology, shifting demographics, globalization, and evolving terms and conditions of employment. The authors discuss how the graduate-level OSW/EA curriculum and field placements are being transformed to reflect these trends. Concepts such as Organizational Social Work and organizational intelligence are discussed. Innovative educational strategies are recommended. Finally, the authors argue that the contemporary workplace offers potential opportunity for innovative social work practice and education. 相似文献
4.
In the rapidly changing news market, quality newspapers are searching for ways to combine established journalistic practices with attractive presentation of their newsprint. On internet news sites, attention-getting headlines are even more important in obtaining readership. This paper investigates the role of incongruity in selection of headings, and recall, recognition, and appreciation of selected news items. In Experiment 1, headlines were written on three incongruity levels: straightforward, ambiguous (trope), or stylistically deviant (scheme). In Experiment 2, news headlines were accompanied by either consistent or inconsistent photographs. Results of both experiments showed that heading incongruity enhanced information processing of news items. 相似文献
5.
The paper reports on a participatory action research study conducted in six rural primary schools in Uganda in 2013 to establish why children taught in the local language had difficulties in reading and writing. Findings through interviews, focus group discussions, reviews of exercise books and lesson observations indicated that though it was easier for pupils to learn the concepts in the local language; challenges ranging from poor translation, inadequate teachers’ language proficiency, lack of instructional materials, high pupils’ enrolment, lack of administrative support and teacher-centred approach of teaching, affected pupils’ learning to read and write. Participants recommended adopting the child-centred pedagogy, incorporating instructional materials, conducting continuous assessment and recording pupils’ competencies attained in reading and writing. Teachers need to engage more in Participatory action research in order to reflect on their practices and pupils’ learning, and collaboratively decide what works best and what needs improvement in their classrooms. 相似文献
6.
Cheryl Wright Marissa Diener Scott Wright Deborah Rafferty Carly Taylor 《International Journal of Disability, Development & Education》2019,66(4):438-453
ABSTRACTFew autism programmes address the needs of adolescents and young adults, and those that do are unlikely to include individuals with autism in the design and evaluation of the programme. This study involved nine youth with autism (ages 16–25) in the development and evaluation of a peer teaching programme where they taught three-dimensional modelling to other students with autism spectrum disorder. The methodology was participant-oriented research where the students with autism were co-designers and programme evaluators in the research. This approach highlighted their unique strengths and abilities and shifted the power such that they were leaders and not simply the recipients of knowledge from instructors. Four themes emerged through the qualitative analysis of the students’ perceptions of the peer teaching programme: 1) the meaning of peer teaching, 2) motivations for peer teaching, 3) challenges and 4) coping with the challenges of the role. 相似文献
7.
Despite the fluid and nonlinear nature of data analysis, specifically in qualitative research, published work in comparative education has rarely discussed the messy aspects of data analysis. This Forum addresses the complexity of the analysis stage faced by three doctoral researchers in terms of: considering data analysis when selecting data collection tools; messiness of data analysis deriving from fieldwork and data collection; integrating different data sources; practising reflexivity during data analysis; and ethical issues arising from data analysis. The Forum aims not only to offer suggestions and tips to deal with data analysis but also to encourage more open discussions on this topic within the research community. 相似文献
8.
David F. Feldon Briana Crotwell Timmerman Kirk A. Stowe Richard Showman 《科学教学研究杂志》2010,47(10):1165-1185
Poor instruction has been cited as a primary cause of attrition from STEM majors and a major obstacle to learning for those who stay [Seymour and Hewitt [1997]. Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview]. Using a double‐blind design, this study tests the hypothesis that the lack of explicit instructions in scientific inquiry skills is a major factor in both low STEM retention and academic underperformance. This project delivered supplemental instruction to students in a laboratory‐based undergraduate biology course (n = 314) that was derived either from cognitive task analyses (CTAs) conducted with expert biologists (treatment) or was authored and delivered by an award‐winning biology instructor (control). Students receiving traditional instruction were almost six times more likely to withdraw from the course than students in the treatment condition (8.1% vs. 1.4% of initial enrollment). Of the students who completed the course, those who received the CTA‐based instruction demonstrated significantly higher levels of performance in the discussion section of their written laboratory reports. Significantly higher performances were seen specifically in the areas of analyzing data to formulate valid conclusions, considering alternative explanations, consideration for the limitations of the experimental design and implications of the research. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1165–1185, 2010 相似文献
9.
Although learning to write for publication is an important outcome of doctoral education, it has received surprisingly little scholarly attention. Within a socialization and supervisor pedagogy framework, this study uses narratives of faculty who regularly write with their doctoral students for publication to expose challenges students commonly encounter in the writing process. Common challenges include international students' ‘writing problem’, misconstruing the nature of disciplinary writing and not realizing that ‘public’ is part of publication. 相似文献
10.
This study examined workplace romantic relationship partners’ e‐mail practices and perceptions. Results suggest that the relationship may play an integral role in determining participants' uses and perceptions of e‐mail Workplace romantic couples used e‐mail as frequently as face‐to‐face communication to interact with romantic partners and rated it as both rich and important Participants used e‐mail for both work‐related and social tasks. In addition, participants used business e‐mail addresses for communicating with relational partners and perceived that few organizational policies existed regarding its use. Theoretically, these findings suggest the importance of studying the relationship as a factor that affects e‐mail practices and perceptions. Practically, results indicated that e‐mail may present an additional channel for enhancing communication and connectedness in workplace romantic relationships, and that organizations may need to reflect more carefully about policies concerning e‐mail use in the workplace. 相似文献