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Articles 1 - 5 of 5
Full-Text Articles in Secondary Education
Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii
Do Students’ Questions During Chemistry Lectures Predict Perceived Comprehension And Exam Performance?, Bradley W. Bergey, Jennifer G. Cromley, Avi Kaplan, James D. Bloxton Ii
Publications and Research
Question generation is theorized to support comprehension, self-regulation, and achievement, yet the empirical based for whether and how student-generated questions are associated with comprehension monitoring and whether they predict future performance remain open questions. To address these, we investigated the questions undergraduate students in an introductory chemistry course recorded in question logs across an 8-lecture unit and their relations with post-lecture self-appraisals of comprehension and exam performance. Results indicated that students who generated more questions during lectures, who were able to resolve fewer of their questions, and who generated questions indicating large exam-relevant knowledge gaps reported lower levels of comprehension …
Libraries And College Readiness: The Bronx Community College Library High School Collaborative, Carl R. Andrews, Dickens Saint Hilaire
Libraries And College Readiness: The Bronx Community College Library High School Collaborative, Carl R. Andrews, Dickens Saint Hilaire
Publications and Research
In today’s information-rich global economy, City University of New York (CUNY) graduates need strong critical thinking skills. Over three quarters of the students who enroll across CUNY’s 24 campuses are drawn from schools in the New York City Department of Education (NYCDOE) (Strang, 2014). The NYCDOE, the largest public school system in the United States, serving over 1 million students (Strang, 2014). Unfortunately, many of the students who matriculate to CUNY’s college and universities are underprepared for college-level work. This is especially the case with students who attend high schools throughout the Bronx, one of New York City’s five boroughs. …
Managing Race And Race-Ing Management: Teachers’ Stories Of Race And Classroom Conflict, Sherry L. Deckman
Managing Race And Race-Ing Management: Teachers’ Stories Of Race And Classroom Conflict, Sherry L. Deckman
Publications and Research
Little is known about how novice teachers construct and interpret classroom management moments—instances when they perceive their ability to maintain order and promote sanctioned behavior is tested—in a way that contributes to or challenges racial bias. Using data from a hybrid, online/in-person professional development course for beginning teachers, I find two patterns of connecting race and classroom management. Teachers in this study tended to share stories either about “managing race”—narratives about deescalating racial tension or reproaching transgressors of racial colorblindness—or “race-ing management”—stories that read race into incidents in such a way as to reveal latent racial dynamics. Further, these patterns …
Aligning The Curriculums For College Success: High School And College Library Collaborations, Carl R. Andrews, Dickens Saint Hilaire
Aligning The Curriculums For College Success: High School And College Library Collaborations, Carl R. Andrews, Dickens Saint Hilaire
Publications and Research
Many students enter college lacking the necessary research and critical thinking skills needed for academic success. A strong body of literature shows evidence that information literacy instruction at the secondary level enhances college readiness in freshman students. The authors discuss the importance of collaborative curriculum development and the role academic libraries play in supporting college readiness. The research will review and cite successful high school and college partnerships, curriculum development initiatives, secondary information literacy instruction, and teacher professional development. The utilization of select library databases as a tool to promote college readiness is also discussed.
The Mathematics Portfolio: An Alternative Tool To Evaluate Students’ Progress, Marla A. Sole
The Mathematics Portfolio: An Alternative Tool To Evaluate Students’ Progress, Marla A. Sole
Publications and Research
This article describes the need for more thorough and varied forms of assessment to evaluate students’ level of understanding in mathematics. Portfolios are one type of assessment tool that, when added to a teacher’s repertoire can improve students’ comprehension and retention and enable students to monitor their own progress and to take more responsibility for their own learning. Portfolio assignments can also help students and teachers to detect and remedy weaknesses and misunderstandings and can increase students’ self-confidence in mathematics. This article discusses what a portfolio is, gives an example of a unit portfolio used in an undergraduate Finite Mathematics …