Making Classroom Implementation an Integral Part of Research

2017 ◽  
Vol 48 (4) ◽  
pp. 342-347 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
Grain Size ◽  
Learning Opportunities ◽  
Learning Goals ◽  
Classroom Implementation ◽  
Research And Practice ◽  
Usable Knowledge ◽  
One Step ◽  
Closing The Gap

In our May editorial (Cai et al., 2017), we argued that a promising way of closing the gap between research and practice is for researchers to develop and test sequences of learning opportunities, at a grain size useful to teachers, that help students move toward well-defined learning goals. We wish to take this argument one step further. If researchers choose to focus on learning opportunities as a way to produce usable knowledge for teachers, we argue that they could increase their impact on practice even further by integrating the implementation of these learning opportunities into their research. That is, researchers who aim to impact practice by studying the specification of learning goals and productively aligned learning opportunities could add significant practical value by including implementation as an integral part of their work.

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

Promoting scientific literacy in Evolution through citizen science

2021 ◽  
Author(s):  
Miriam Brandt ◽  
Quentin John Groom ◽  
Alexandra Magro ◽  
Dule Misevic ◽  
Claire Louisa Narraway ◽  
...  
Keyword(s):  
Climate Change ◽  
Civil Society ◽  
Everyday Life ◽  
Citizen Science ◽  
Scientific Literacy ◽  
Learning Opportunities ◽  
Learning Goals ◽  
Science Projects ◽  
Global Challenges ◽  
Essential Prerequisite

Evolutionary understanding is central to biology as a whole. It is also an essential prerequisite to understanding issues in everyday life, such as advances in medicine and global challenges like climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist. Citizen science, which has been increasing in popularity as a means to gather new data and promote scientific literacy, is one strategy through which people can learn about evolution. Despite the potential for citizen science to promote evolution learning opportunities, very few citizen science projects exist to improve scientific literacy in evolution. In this paper, we make the case for incorporating evolution education into citizen science, define key learning goals in the context of evolution, and suggest opportunities for designing and evaluating citizen science projects in order to promote scientific literacy in evolution.

Creating Opportunities and Barriers in Distance Learning Courses

2011 ◽  
pp. 475-480
Author(s):  
Sheryl Burgstahler
Keyword(s):  
Distance Learning ◽  
Assistive Technology ◽  
Rural Areas ◽  
Rapid Development ◽  
Learning Opportunities ◽  
Individuals With Disabilities ◽  
Course Offerings ◽  
Closing The Gap ◽  
Poor Communities

nternet-based distance learning courses have the potential to make learning opportunities available to anyone. People in rural areas, from poor communities, and who have disabilities are among those underrepresented in the group of people who benefit from new technological developments.This potential cannot be realized, however, unless everyone can truly access course offerings. The rapid development of assistive technology makes it possible for almost anyone to operate a computer (2003 Closing the Gap, 2003). Yet many individuals with disabilities do not have access to these empowering tools (Kay, 2000).

Preparation of Fe/N Co-Doped TiO2 Powders by Mild Hydrothermal Method

2014 ◽  
Vol 804 ◽  
pp. 217-220 ◽  
Author(s):  
Jun Na Xu ◽  
Wen Xiu Liu ◽  
Peng Sun ◽  
Ming Guan ◽  
Wen Bin Cao
Keyword(s):  
Grain Size ◽  
Visible Light ◽  
Hydrothermal Method ◽  
Visible Light Irradiation ◽  
Light Absorption ◽  
Visible Light Region ◽  
Light Region ◽  
One Step ◽  
Lower Temperature ◽  
Co Doped

Yellow colored anatase Fe/N co-doped TiO2powders have been successfully synthesized by one step hydrothermal method at a lower temperature. The grain size was about 10 nm and the specific surface area of the powders ranged from 160 to 166 m2/g. The light absorption of Fe/N co-doped TiO2powders was enhanced in the visible light region of 400~500 nm and a new absorption peak at about 470 nm appeared when the Fe/Ti ratio exceeded 0.5%. The visible light photoactivity of Fe/N co-doped TiO2powders has been greatly improved than that of un-doped TiO2powders under visible light irradiation.

Reconceptualizing the Roles of Researchers and Teachers to Bring Research Closer to Teaching

2018 ◽  
Vol 49 (5) ◽  
pp. 514-520 ◽  
Author(s):  
Jinfa Cai ◽  
Anne Morris ◽  
Charles Hohensee ◽  
Stephen Hwang ◽  
Victoria Robison ◽  
...  
Keyword(s):  
School District ◽  
New Technologies ◽  
Data Gathering ◽  
Learning Opportunities ◽  
Learning Trajectories ◽  
Research And Practice ◽  
Changing Roles ◽  
Common Problems ◽  
Effective Lessons ◽  
Analyze Data

In this editorial, we elaborate our vision of the changing roles of researchers and teachers in a future world in which research has a much more direct and meaningful impact on practice (Cai et al., 2017). In previous editorials, we have described characteristics of this future world, including setting research agendas based on instructional problems teachers want to solve (Cai et al., 2017a), developing authentic partnerships between researchers and teachers and connecting multiple partnerships to solve common problems (Cai et al., 2017a, 2018a, 2018b), using new technologies to collect and analyze data on the relationships between students' instructional and learning histories that would enable teachers to plan more effective lessons (Cai et al., 2018a, 2018b), taking advantage of connected partnerships and new data-gathering technologies to build a knowledge base accessible to all teachers facing similar instructional problems (Cai et al., 2018a, 2018b, 2018d), and creating new incentives to appropriately reward researchers and teachers for improving the learning opportunities for all students across classrooms within their school district or state (Cai et al., 2017a). We have alluded to the changing roles this vision would require, including researchers developing hypothetical learning trajectories for concepts that are implicated in teachers' instructional problems (Cai et al., 2017b) and teachers accepting professional responsibilities for contributing to knowledge that improves instruction in all classrooms in their district or state rather than just in their own classroom (Cai et al., 2017a). In this editorial, we create a more complete picture of the new professional roles of researchers and teachers in this future world that intertwines research and practice.

Closing the gap between research and practice in EM data interpretation

2004 ◽  
Author(s):  
Douglas W. Oldenburg ◽  
Roman Shehktman ◽  
Rob A. Eso ◽  
Colin G. Farquharson ◽  
Perry Eaton ◽  
...  
Keyword(s):  
Data Interpretation ◽  
Research And Practice ◽  
Closing The Gap

Gradation Process by Imbibition in WC-Co for Mining Tools Application

2009 ◽  
Vol 83-86 ◽  
pp. 810-817
Author(s):  
Elodie Lefort-Sorlier ◽  
Christophe Colin ◽  
Alfazazi Dourfaye
Keyword(s):  
Grain Size ◽  
High Pressure ◽  
High Temperature ◽  
Thermal Processing ◽  
Temperature Step ◽  
High Pressure High Temperature ◽  
One Step ◽  
Shock Resistance ◽  
Composition Gradients ◽  
Mining Tools

Continuous composition gradients of several millimetres were generated in commercial WC-Co cutters to improve their shock resistance. This important gradation was obtained in one-step by using the imbibition process. The effects of this thermal processing were analysed in terms of microhardness, cobalt concentration and WC grain size. A gradient of a 300 HV amplitude is measured in the 8 mm-height sample treated by the imbibition process in association with a boron-rich coating. This gradient was preserved after the HPHT (high pressure – high temperature) step used for the diamond table deposition on the WC-Co cutter. To our knowledge, such gradients have never before been reported and should certainly increase cutter service life.

Sign in / Sign up

Export Citation Format

Share Document