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Due to its unique, flexible structure and low cost, virtually any student can participate in the Applied Tailored Leadership Adventure for Success (ATLAS) Leadership Certificate Program at the University of Arizona. 相似文献
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This study explores the profile of Common Assessment Framework (CAF) assessments and the perceptions of assessors during the early phase of its implementation. Whilst there was diversity in who completed CAFs, schools undertook the most. Headteachers and other school staff completing the assessment felt that the questions tended to be intrusive and they feared this might damage their relationship with parents. Assessments proved time consuming and completers tended to go on to become the Lead Professional. Comments suggested some people were avoiding the completion of CAFs because of fears about the increased workload. There were, however, positive views about the rigour of the process and it had tended to serve to prompt positive dialogue between agencies. There were genuine attempts to involve children in the process. 相似文献
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Andreas Karatsolis Suguru Ishizaki Marsha Lovett Stacie Rohrbach Mollie Kaufer 《Technical Communication Quarterly》2016,25(4):244-259
This article presents an experimental pedagogical framework for providing technical professionals with practice on writing skills focusing on the development of their metacognitive rhetorical awareness. The article outlines the theoretical foundation that led to the development of the framework, followed by a report of a pilot study involving information technology professionals in a global setting using an online learning environment that was designed based on the framework. 相似文献
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James J. Smith Kendra Spence Cheruvelil Stacie Auvenshine 《CBE life sciences education》2013,12(3):542-552
Phylogenetic trees provide visual representations of ancestor–descendant relationships, a core concept of evolutionary theory. We introduced “tree thinking” into our introductory organismal biology course (freshman/sophomore majors) to help teach organismal diversity within an evolutionary framework. Our instructional strategy consisted of designing and implementing a set of experiences to help students learn to read, interpret, and manipulate phylogenetic trees, with a particular emphasis on using data to evaluate alternative phylogenetic hypotheses (trees). To assess the outcomes of these learning experiences, we designed and implemented a Phylogeny Assessment Tool (PhAT), an open-ended response instrument that asked students to: 1) map characters on phylogenetic trees; 2) apply an objective criterion to decide which of two trees (alternative hypotheses) is “better”; and 3) demonstrate understanding of phylogenetic trees as depictions of ancestor–descendant relationships. A pre–post test design was used with the PhAT to collect data from students in two consecutive Fall semesters. Students in both semesters made significant gains in their abilities to map characters onto phylogenetic trees and to choose between two alternative hypotheses of relationship (trees) by applying the principle of parsimony (Occam''s razor). However, learning gains were much lower in the area of student interpretation of phylogenetic trees as representations of ancestor–descendant relationships. 相似文献
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Interviews with women working as sports journalists showed that they must negotiate several tensions, including balancing their conflicting identities as woman and as professional journalist. Nevertheless, in the end, they also saw the two as compatible. They fell along a spectrum of resistance to traditional values in sports and journalism, providing evidence of cracks in hegemonic notions of what it means to be a woman covering sports. 相似文献
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