Preparation Techniques for Use of Foraminifera in the Classroom

1996 ◽  
Vol 2 ◽  
pp. 231-236
Author(s):  
Scott W. Snyder ◽  
Brian T. Huber
Keyword(s):  
Grade Level ◽  
New World ◽  
Individual Student ◽  
Interest Level ◽  
The Individual ◽  
K 12 ◽  
Preparation Techniques

Introducing Students to microfossils in the K-12 curriculum can be a rewarding and exciting experience for both instructor and student. Students, even those who collect fossils as a hobby, are generally unaware of microfossils. Exposure to microfossils opens up a whole new world of inquiry, and the extent to which that inquiry is developed can be adjusted to the grade-level and interest-level of the individual student.

scholarly journals A revolution in biochemistry and molecular biology education informed by basic research to meet the demands of 21st century career paths

2020 ◽  
Vol 295 (31) ◽  
pp. 10653-10661
Author(s):  
Paul N. Black
Keyword(s):  
Molecular Biology ◽  
21St Century ◽  
Experimental Testing ◽  
Biology Education ◽  
Basic Research ◽  
Individual Student ◽  
Research Education ◽  
Biology Students ◽  
The Individual ◽  
K 12

The National Science Foundation estimates that 80% of the jobs available during the next decade will require math and science skills, dictating that programs in biochemistry and molecular biology must be transformative and use new pedagogical approaches and experiential learning for careers in industry, research, education, engineering, health-care professions, and other interdisciplinary fields. These efforts require an environment that values the individual student and integrates recent advances from the primary literature in the discipline, experimentally directed research, data collection and analysis, and scientific writing. Current trends shaping these efforts must include critical thinking, experimental testing, computational modeling, and inferential logic. In essence, modern biochemistry and molecular biology education must be informed by, and integrated with, cutting-edge research. This environment relies on sustained research support, commitment to providing the requisite mentoring, access to instrumentation, and state-of-the-art facilities. The academic environment must establish a culture of excellence and faculty engagement, leading to innovation in the classroom and laboratory. These efforts must not lose sight of the importance of multidimensional programs that enrich science literacy in all facets of the population, students and teachers in K-12 schools, nonbiochemistry and molecular biology students, and other stakeholders. As biochemistry and molecular biology educators, we have an obligation to provide students with the skills that allow them to be innovative and self-reliant. The next generation of biochemistry and molecular biology students must be taught proficiencies in scientific and technological literacy, the importance of the scientific discourse, and skills required for problem solvers of the 21st century.

Analysis of Computational Thinking in Children’s Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource

2021 ◽  
pp. 073563312110040
Author(s):  
Evan David Ballard ◽  
Rachelle Haroldson
Keyword(s):  
Computer Science ◽  
Grade Level ◽  
Picture Books ◽  
Graphic Novels ◽  
Age Groups ◽  
Computational Thinking ◽  
The United States ◽  
Curriculum Framework ◽  
Interest Level ◽  
K 12

As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of computational thinking (CT) into existing core subjects of elementary-age students. Research has shown the effectiveness of teaching CT elements (abstraction, generalization, decomposition, algorithmic thinking, debugging) using non-programming, unplugged approaches. These approaches address common barriers teachers face with lack of knowledge, familiarity, or technology tools. Picture books and graphic novels present an unexplored non-programming, unplugged resource for teachers to integrate computational thinking into their CT or CT-integrated lessons. This analysis examines 27 picture books and graphic novels published between 2015 and 2020 targeted to K-6 students for representation of computational thinking elements. Using the computational thinking curriculum framework for K-6, we identify the grade-level competencies of the CT elements featured in the books compared to the books’ target age groups. We compare grade-level competencies to interest level to identify each CT element representation as “foundational,” “on-target,” or “advanced.” We conclude that literature offers teachers a non-programming unplugged resource to expose students to CT and enhance CT and CT-integrated lessons, while also personalizing learning based on CT readiness and interest level.

Collegiate Principal Structures in Implementing a School Behaviour Support Program: The Role of the Local Management Group Model

2021 ◽  
pp. 1-14
Author(s):  
Judith Foggett ◽  
Robert Conway ◽  
Kerry Dally
Keyword(s):  
High School ◽  
Preservice Teachers ◽  
Professional Learning ◽  
School Principals ◽  
Individual Student ◽  
Group Model ◽  
Local Management ◽  
Problem Behaviour ◽  
Local Schools ◽  
The Individual

Abstract Student problem behaviour in schools is an issue for teachers, schools, and education jurisdictions. Problem behaviour also has an effect on families, the individual student, and the community. It is one of the principal issues of discussion for teachers, preservice teachers, principals, and policymakers. The purpose of this study was to examine a model that supports schools in managing available resources to promote positive behaviour and address problem behaviour. Interviews were conducted with 12 primary and high school principals to investigate their experiences of working together in 6 local management groups (LMGs) for the management of student behaviour. The findings revealed that the LMG model supported effective collaborative leadership practices between the high school and primary school principals and encouraged collegial networks among primary and high school teachers through joint professional learning opportunities. The benefits of the LMG model highlighted some positive outcomes for principals, teachers, and students with problem behaviour within their local schools.

Factor Analytic Study of Perceptual-Motor Attributes as Measured by Two Test Batteries

1972 ◽  
Vol 34 (1) ◽  
pp. 227-230 ◽  
Author(s):  
Dolores Geddes
Keyword(s):  
Visual Discrimination ◽  
Grade Level ◽  
Dynamic Balance ◽  
Second Grade ◽  
Body Perception ◽  
Motor Patterns ◽  
Test Items ◽  
Mentally Retarded Children ◽  
The Individual ◽  
Motor Acts

This study factor analyzed the scores of 80 first and second grade level public school children on the 28 test items of the Perceptual-motor Attributes of Mentally Retarded Children and Youth battery and the Purdue Perceptual-motor Survey. 10 factors were extracted and 9 were named: Visual Tracking, Visual Discrimination and Copying of Forms, Visual Discrimination and Copying of Rhythmic Patterns, Verbal Body Image, Dynamic Balance, Spatial Body Perception, Postural Maintenance, Visual Discrimination and Copying of Motor Patterns, and Gross Agility. The study indicated that the individual test items are very specific in nature, i.e., they measure very specific perceptual-motor acts.

Sports and recreation facilities in schools – history and present state

2021 ◽  
Vol 4 (1) ◽  
pp. 89-113
Author(s):  
Anna Pawlikowska-Piechotka
Keyword(s):  
Physical Education ◽  
Individual Student ◽  
Sports Facilities ◽  
Ministry Of Education ◽  
National Education ◽  
The Public ◽  
School Activities ◽  
School Sports ◽  
The Individual ◽  
The 19Th Century

The tradition of school sports facilities has its roots in ancient civilizations, primarily in ancient Greece. The preserved ruins of gymnasiums at Delphi, Olympia, Millet, Priene, Dedina, Pergamon, Ephesus or Thermessos, document well that sports facilities were a major part of the education system. They served not only for students and sports training but were opened to the public, used for social gatherings, political meetings and disputes. Contemporary school sports facilities derived from the 19th-century concept of the school’s educational program. It also included the indoor and outdoor physical education classes and facilities used for ‘body-building exercises’ - as it was named. In Poland, according to the current basic curriculum of the Ministry of National Education, the goal of physical education is to shape the long life habit of physical activity. The school activities should develop the appropriate interests and attitudes of students. Therefore, school activities should meet the needs, interests and abilities of the individual student as fully as possible. The present regulations of the Ministry of Education demand, that such classes should take place in a well-equipped sports hall or on a school playground.

scholarly journals Enzootic Toxoplasmosis in Caged Squirrel Monkeys Saimiri sciureus

1968 ◽  
Vol 5 (6) ◽  
pp. 538-560 ◽  
Author(s):  
G. E. McKissick ◽  
H. L. Ratcliffe ◽  
A. Koestner
Keyword(s):  
Trypanosoma Cruzi ◽  
Protective Immunity ◽  
New World ◽  
Squirrel Monkeys ◽  
Saimiri Sciureus ◽  
Local Concentration ◽  
World Primate ◽  
History Of ◽  
The Individual

An enzootic of toxoplasmosis occurred in caged squirrel monkeys ( Saimiri sciureus, a New World primate) which resulted in 9 deaths during an interval of 22 months. Diagnosis was based on morphology of the organism, character and distribution of the lesions, and laboratory history of the monkeys. The character of the lesions was essentially necrotic. The chronological incidence of the disease and distribution of lesions and organisms are tabulated. Trypanosoma cruzi which causes Chaga's disease is differentiated morphologically from toxoplasma. Incidence and lesions of the enzootic suggest 5 factors to be considered in the pathogenesis of toxoplasmosis in squirrel monkeys. They are: (1) lack of protective immunity, (2) local concentration of toxin and/or catabolites of reproduction of the organism, (3) individual tissue susceptibility to the organism, (4) capillary thrombosis, and (5) ability of the individual to adapt to its environment.

scholarly journals Scholarship and the Bahá’í Community

1988 ◽  
Vol 1 (1) ◽  
pp. 25-38
Author(s):  
Moojan Momen
Keyword(s):  
Growth And Development ◽  
Spiritual Life ◽  
Individual Student ◽  
Good Fortune ◽  
Baha'i Faith ◽  
The World ◽  
History Of ◽  
Formal Basis ◽  
The Individual ◽  
Vast Range

As the Bahá’í Faith emerges from obscurity, Bahá’í scholars will have an important role in three fields: the presentation of Bahá’í Faith to the world; the defense of the Bahá’í Faith from attacks; and the intellectual growth and development of the Bahá’í community. This paper discusses the question of the place of scholarship in the Bahá’í community. The value of Bahá’í studies to the Bahá’í community is analyzed. The problems that may arise for Bahá’í scholars in relation to their own spiritual life and also in relation to the Bahá’í community are discussed. Some suggestions are then made with regard to the question of what academic approaches are most likely to be fruitful in the study of the Bahá’í Faith. Finally, consideration is given to the mutual obligations of the Bahá’í scholar and the Bahá’í community (in particular, the Bahá’í administrative institutions). Every Bahá’í who surveys the vast range of doctrines and concepts enshrined in the holy writings of the Bahá’í Faith or whose imagination is captured by the intensity of its brief history must, to some extent, be inspired to make a more thorough study of some aspect that interests him or her. To some is given the good fortune to have both the opportunity and inclination to put this study on a more formal basis. Whether this be at an institute of learning or through private study and research, there are many areas of the teachings and history of the Bahá’í Faith that invite painstaking research and thoughtful analysis. Such study is of great benefit to the Bahá’í community as a whole, quite apart from the immense satisfaction that it can bring to the individual student. There are also dangers in such study, particularly for the individual concerned, and often the extent of this danger is not appreciated by someone just setting out on such a course of study.

scholarly journals A Study on the Educational Performance Analysis of Classical Education Based on Academic Interest Level

2021 ◽  
Vol 15 (3) ◽  
pp. 83-95
Author(s):  
Soon Koo Kwon ◽  
Seungjoon Yoon
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Educational Performance ◽  
Individual Interest ◽  
Academic Interest ◽  
Classical Education ◽  
Positive Effects ◽  
Interest Level ◽  
The Individual ◽  
Education Performance

Recently, in higher education, both the necessity and the importance of a liberal education that contains an element of classical reading have been emphasized. However, it is difficult to find educational performance related with those educational programs. In order to investigate the educational performance of classical reading, surveys were given to students who were taking a ‘Reading Famous Writings’ course established at the Liberal Arts College of A university.Moreover, to investigate the differences in the educational effects of classical education, we conducted additional analysis according to the level of individual interest. To this end, pre and post surveys were conducted, which included a classical education performance scale and an academic interest scale.As a result of this study, we found that students who were taking this course improved certain competencies, namely, reading comprehension, communication, and creativity. In contrast, there was no improvement in academic interest, whether it be on an individual or situational level. However, we did find that the individual interest of students who were categorized as having a lower level of individual interest did indeed improve after taking this course. Through this study, we proved that some positive effects of a liberal education containing a classical reading element, especially as seen in the course called ‘Reading Famous Writings’, were experienced by the students.

scholarly journals Evaluation of a Mobile Web Application for Assessment Feedback

2021 ◽  
Author(s):  
Mireilla Bikanga Ada
Keyword(s):  
Web Application ◽  
Individual Student ◽  
Enabling Technology ◽  
Mobile Web ◽  
Group Feedback ◽  
Assessment Feedback ◽  
Sequential Explanatory Mixed Method ◽  
The Individual ◽  
Summative Feedback ◽  
Insight Into

AbstractThis paper reports an evaluation of a mobile web application, “MyFeedBack”, that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution’s learning environment/management system “Moodle”. The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in “Moodle”, (b) formative feedback in “MyFeedBack”, and (c) summative feedback in “MyFeedBack”. Overall, results showed a statistically significant more positive attitude towards “MyFeedBack” than “Moodle”, with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature—(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students—are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.

Sign in / Sign up

Export Citation Format

Share Document