International Research in Higher Education最新文献_第7页

Computational Thinking Integration Strategy for the Urban Middle School Classroom 城市中学课堂的计算思维整合策略

International Research in Higher Education Pub Date : 2018-07-17 DOI: 10.5430/IRHE.V3N3P51

Lauren B. Birney, Denise McNamara

{"title":"Computational Thinking Integration Strategy for the Urban Middle School Classroom","authors":"Lauren B. Birney, Denise McNamara","doi":"10.5430/IRHE.V3N3P51","DOIUrl":"https://doi.org/10.5430/IRHE.V3N3P51","url":null,"abstract":"This article provides an overview of the work pioneered by the consortium of collaborators in the Billion Oyster Curriculum and Community Enterprise for Restoration Science Project (BOP-CCERS). The BOP-CCERS are working to support computational thinking in the New York City public school classrooms by creating curriculum which combines:1. The Field Station Research (Oyster Restoration Stations) and data collection2. The Billion Oyster Project Digital Platform and data input and storage 3. The New York State Science Intermediate Level Learning Standards. 4. The Computer Science Teachers Association K-12 Computer Science StandardsThe integration of computational thinking in the STEM middle school classroom is showcased through the intertwining of these dimensions into a trans-disciplinary learning experience that is rich in both content and practice. Students will be able to explain real-world phenomena found in their own community and design possible solutions through the key components of computational thinking.The Curriculum and Community Enterprise for Restoration Science Project digital platform and curriculum will be the resources that provide the underpinnings of the integration of computational thinking in the STEM middle school classroom. The primary functions of the platform include the collection and housing of the data pertaining to the harbor and its component parts, both abiotic and biotic and the storage of the curriculum for both the classroom and the field stations.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115784023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Who Makes the Grade? Research Comparing Self, Peer and Instructor Grades in College 谁说了算?大学自我、同伴和导师成绩比较研究

International Research in Higher Education Pub Date : 2018-07-17 DOI: 10.5430/IRHE.V3N3P1

Kayla M. Atkinson, Carmen Sanchez, Alison C. Koenka, Hannah Moshontz, H. Cooper

{"title":"Who Makes the Grade? Research Comparing Self, Peer and Instructor Grades in College","authors":"Kayla M. Atkinson, Carmen Sanchez, Alison C. Koenka, Hannah Moshontz, H. Cooper","doi":"10.5430/IRHE.V3N3P1","DOIUrl":"https://doi.org/10.5430/IRHE.V3N3P1","url":null,"abstract":"With the increase in large college classes and online education, student grading of their own work and that of peers is also increasing in frequency. This meta-analysis of 36 studies and 103 effect sizes examined several questions regarding the relationship between grades assigned by college students (either to themselves or peers) and those assigned by their instructors on the same assessment. On average, students graded themselves .41 standard deviations higher than their instructors. The grade distribution correlation between the two types of graders averaged r=.71. Inter-judge reliability estimates suggested that a range of 2-4 peer-graders are needed in order to attain the same level of reliability achieved by the instructor. Little research was found on the effect of student grading on subsequent student performance. Moderator analyses revealed that differences between graders appeared to be minimized when (a) students are grading a peer’s work rather then their own, (b) they are in their freshman versus sophomore, junior or senior year, (c) some form of training is given, (d) assessment has lower stakes, (e) more objective tests are given, and (f) course content is English, social science, or professional versus science or engineering. These results have implications for what contexts best facilitate the use of students as graders, and bring to light areas where future research is needed.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129851990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Service-Learning in an Undergraduate Abnormal Psychology Course: What Do Students Learn? 本科变态心理学课程中的服务学习:学生学到了什么?

International Research in Higher Education Pub Date : 2018-06-22 DOI: 10.5430/IRHE.V3N2P125

C. Michaelson

引用次数: 0

“I Found a Fit”: Doctoral Student Narratives of Coming to a Theoretical Home in a Qualitative Research Class “我找到了合适的”:博士生在定性研究课上回到理论家的叙述

International Research in Higher Education Pub Date : 2018-06-09 DOI: 10.5430/IRHE.V3N2P83

Kathleen P. deMarrais, Lauren Moret, Elizabeth M. Pope

引用次数: 6

The Deleterious Effects of NCAA Division I Programs: A Comparison of the Current Activities of Student-Athletes of Two Different Division Schools Through the Prism of the Wellness Paradigm NCAA一级项目的有害影响:通过健康范式的棱镜对两个不同部门学校学生运动员当前活动的比较

International Research in Higher Education Pub Date : 2018-06-04 DOI: 10.5430/IRHE.V3N2P76

A. Stamatis, Z. Papadakis

{"title":"The Deleterious Effects of NCAA Division I Programs: A Comparison of the Current Activities of Student-Athletes of Two Different Division Schools Through the Prism of the Wellness Paradigm","authors":"A. Stamatis, Z. Papadakis","doi":"10.5430/IRHE.V3N2P76","DOIUrl":"https://doi.org/10.5430/IRHE.V3N2P76","url":null,"abstract":"The majority of American student-athletes participate in National Collegiate Athletic Association (NCAA) programs. Those programs are categorized into three different Divisions, which demonstrate differences in athletic scholarship support, level of competition, and philosophy. Among them, Division III (DIII) institutions account for the highest percentage of schools who play collegiate sports, followed by Division I (DI). Recent events and evidence on depression and suicide, anxiety, disordered eating and eating disorders, and substance use and abuse have raised awareness on mental health difficulties in this specific population of young adults. The purpose of this study is to add to the current state of knowledge by investigating whether there are differences in the promotion of a wellness lifestyle between a DI and a DIII university. Using an online interview created by Côté, Ericcson, and Law (2005) all student athletes from both Rice University (DI) and State University of New York (SUNY) at Plattsburgh (DIII) were recruited via email. Sixty-three participated from Rice and 90 from SUNY Plattsburgh. The response rate was 17% and 29%, respectively. Descriptive statistics and parametric tests were used in data analysis. By comparing these two case studies, differences with statistical significance were found in the current activities of sleeping, socializing, school/career, and studying. These differences infer that a DIII school may be promoting a wellness lifestyle more than a DI school. Possible limitations are the use of unequal samples and self-reported data. Future research on comparing more cases of different Division schools is recommended.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133916314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Adapting a Small Group Communication Quality Assessment to New Contexts 适应新环境的小组沟通质量评估

International Research in Higher Education Pub Date : 2018-06-04 DOI: 10.5430/IRHE.V3N2P61

L. V. Scoy, W. Darnell, Tara C. Watterson, V. Chinchilli, E. Wasserman, Daniel R Wolpaw, Britta M. Thompson, Margaret M. Hopkins, A. M. Scott, Rebecca L. Volpe

{"title":"Adapting a Small Group Communication Quality Assessment to New Contexts","authors":"L. V. Scoy, W. Darnell, Tara C. Watterson, V. Chinchilli, E. Wasserman, Daniel R Wolpaw, Britta M. Thompson, Margaret M. Hopkins, A. M. Scott, Rebecca L. Volpe","doi":"10.5430/IRHE.V3N2P61","DOIUrl":"https://doi.org/10.5430/IRHE.V3N2P61","url":null,"abstract":"Objectives: Small group learning is a well-established medical education strategy for cultivating essential communication skills. Yet, how best to measure communication quality in these groups remains understudied. This study aimed to adapt a communication assessment to medical education small group settings. Methods: This was an observational study of Preclinical Medical Humanities group discussions. Audio-recordings of 12 sessions (3 groups; n=22 students and 3 facilitators) were analyzed using Communication Quality Analysis. Three coders assessed communication quality by assigning numeric scores based on how well participants accomplished communication goals within five domains: content, engagement, relationship, emotion and identity. Coder reliability was assessed using intra-class correlations. Variance components were assessed using a generalized linear model.Results: High inter-rater reliability was established for each of five communication quality domains (ICC range 0.875 to 0.98). Variability in content, emotion, and engagement domains was primarily driven by the individual subjects (nested within the three communication groups)–accounting for 49%, 57% and 78% of the variability respectively; relational and identity domain score variability was accounted for by duration of class (accounting for 66% and 47% of the variability, respectively). Considerable variability was observed between participants, suggesting that the assessment is sensitive enough to detect nuanced differences between participants.Conclusions: Our study shows that CQA is reliable when adapted to medical education small groups.With further refinement, CQA provides an important measure that could be used in medical education to evaluate the impact of novel curricular activities or varied facilitation techniques on communication quality and other educational outcomes.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115297886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers EMI环境下的强化教师教育:促进大学教师的专业发展

International Research in Higher Education Pub Date : 1900-01-01 DOI: 10.5430/irhe.v6n3p1

S. Webster, R. Herington

{"title":"Intensive Teacher Education for an EMI Context: Facilitating the Professional Development of University Teachers","authors":"S. Webster, R. Herington","doi":"10.5430/irhe.v6n3p1","DOIUrl":"https://doi.org/10.5430/irhe.v6n3p1","url":null,"abstract":"In this paper we report on an intensive professional development intervention (PDI) delivered in a UK higher education setting for university teachers from different countries. These teachers were either teaching, or preparing to teach, English Medium Instruction (EMI) courses in a range of disciplines. Few previous studies have focussed on the impact of intensive training interventions on teacher participants, particularly for interventions conducted outside teachers’ local contexts. To address this, qualitative research was conducted that explores the influence of the PDI on participant teachers’ beliefs and self-reported teaching practices in their own institutional contexts. The findings suggest that the PDI resulted in significant changes in many of the participants’ beliefs about teaching pedagogy for an EMI context. The PDI also appeared to increase teachers’ self-efficacy, and to facilitate innovation in their classroom practices. As a result, the study highlights the pedagogical elements of the PDI which emerged as being significant in bringing about these changes and discusses the implications for PDI design. Overall, the study suggests the potential role that intensive PDIs delivered outside teachers’ home and national contexts can play in facilitating teacher development.","PeriodicalId":174498,"journal":{"name":"International Research in Higher Education","volume":"64 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120999569","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0