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Marcelle A. Siegel 《Journal of Science Teacher Education》2014,25(3):289-308
This study illustrated a pathway of growth that a preservice teacher might traverse when learning to use and develop equitable assessments (EA). The study is rare in that it looks at the development of preservice teachers’ understanding and ability to design EA. I examined the understanding and implementation of EA of 23 secondary preservice teachers within two classes. The methods classes focused on the academic content area of science. Participants’ journals, teaching philosophies, and inquiry-based science units served as data sources. Participants progressed from a simple view of EA as “fairness” to a more sophisticated view of EA, including: ways to increase fairness, the importance of challenging students, and using assessments for learning. Results also showed changes in preservice teachers’ views of learners and the purpose of assessment. While understanding developed robustly, teachers’ assessment plans in their units were not as strong. Teacher education programs need to place more emphasis on developing critical understanding of EA practices to meet the needs of diverse learners. 相似文献
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Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks 总被引:1,自引:0,他引:1
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value. 相似文献
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This article chronicles pace-setting collaborative educational programs which are succeeding in turning around Bronx public schools. It focuses on the results achieved when corporations, universities, cultural institutions, and health-care facilities become partners with the public schools to share their expertise, sophisticated technology, and superior financial resources with the city's children. The marshalling of new resources from outside the school establishment in support of a number of initiatives has set public education in the Bronx on a new course. The transformation of many troubled neighborhood high schools into theme schools which feature a particular career preparation has already brought dramatic changes in the borough's dropout rate and raised the aspirations of large numbers of students. 相似文献
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Rebecca A. Battista Erin D Bouldin Karin A. Pfeiffer Christine E. Pacewicz Shannon R Siegel Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52
ABSTRACT Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school. 相似文献
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James P. Concannon Marcelle A. Siegel Kristy Halverson Sharyn Freyermuth 《Journal of Science Education and Technology》2010,19(2):177-186
In this study, we examined 96 undergraduate non-science majors’ conceptions of stem cells, stem cell research, and cloning.
This study was performed at a large, Midwest, research extensive university. Participants in the study were asked to answer
23 questions relating to stem cells, stem cell research, and cloning in an on-line assessment before and after instruction.
Two goals of the instruction were to: (1) help students construct accurate scientific ideas, and (2) enhance their reasoning
about socioscientific issues. The course structure included interactive lectures, case discussions, hands-on activities, and
independent projects. Overall, students’ understandings of stem cells, stem cell research, and cloning increased from pre-test
to post-test. For example, on the post-test, students gained knowledge concerning the age of an organism related to the type
of stem cell it possesses. However, we found that some incorrect ideas that were evident on the pre-test persisted after instruction.
For example, before and after instruction several students maintained the idea that stem cells can currently be used to produce
organs. 相似文献
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Marjorie Siegel 《Journal of Early Childhood Teacher Education》2013,34(3):269-271
Early childhood educators are increasingly being called upon to deal with emotionally charged topics, which include natural and manmade disasters, war, terror, death, and other traumatic events. At our teachers college, we prepare students to deal with a challenging issue, memory of the Holocaust, through a series of activities and workshops spread over 3 years. In this study, we examined the students' emerging pedagogical paradigms for dealing with the Holocaust in the early childhood classroom in Israel. The results of this research shed light on development of pedagogic content knowledge (PCK) related to emotionally laden topics among preservice teachers. 相似文献
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