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 Numeracy, Scientific Reasoning
 and Inquiry
Team Members
   Mark Aulls
   Sylvia Apollonia
   Heena Dedic
   Leslie Dickie
   Calvin Kalman
   Nathaniel Lasry
   Steven Rosenfield
   Bruce Shore
Current Doctoral Students
    Camelia Berlian
    Oslim Erten
    Charles Hou
    Yuan-jin Hong
    Krista Redden
    Cassiday Sayer
    Rebecca Simon
Numeracy and Scientific Reasoning Research
Studies
Objects: To understand how different learning
  environments interact with student and teacher
  characteristics
   Study 1: Student perceptions’ of the mathematics and science
    classroom learning environments in high school
   Study 2: Student perceptions’ of the learning environments experienced
    in the mathematics and science classrooms of their first term in
    CÉGEP
   Study 3: The relationship between the learning environment science
    and mathematics faculty wish to establish in their classrooms, and their
    epistemological beliefs regarding teaching/learning of science
   Study 4: The relationships between contexts, effective teaching
    strategies, obstacles and approaches to science and mathematics
    instruction in CÉGEP
Grant Support
Fonds Québécois de Recherche sur la société et
  la culture (FQRSC) - Soutien aux équipes de
  recherche
   Study of factors in fluencing success and retention in
    science programmes at English language CEGEPs
    (2003-2005)
Products: Recent & Future Conference Papers
   Aulls, M. W., Dickie, L., Hou, D.D., & Hong, Y-J. (2007). The Relationships
    between Contexts, Effective Teaching Strategies, Obstacles and Approaches to
    Instruction in Colleges. Paper presented at Annual Meeting of the American
    Educational Research Association, Chicago, Ill.
   Dedic, H., Rosenfield, S., Dickie, L., & Rosenfield, E. (2006, April). Persistence
    and perceptions of the learning environment. Poster presented at the Annual
    Meeting of the American Educational Research Association, San Francisco,
    CA.
   Dedic, H., Dickie, L., Rosenfield, E., & Rosenfield, S. (2006, April).
    Postsecondary science instructors: Motivation and perception of the learning
    environment. Poster presented at the Annual Meeting of the American
    Educational Research Association, San Francisco, CA.
   Dickie, L., Dedic, H., Rosenfield, S., Rosenfield, E., & Simon, R. (2006, July).
    Success and persistent in science: The influence of classroom climate. Paper
    presented at the 31st International Meeting of Improving University Teaching,
    Dunedin, New Zealand.
   Rosenfield, S., Dedic, H., Simon, R., Aulls, M.W., Koestner, R. F., Dickie, L.,
    Krishtalka, A., Milkman,K., & Rosenfield, E. (2006, February). Etudes des
    facteurs aptes a influencer la reussite et la perseverance dans les programmes
    de sciences dans les cegeps Anglophones. Paper presented at Le Consortium
    d’animation sur la perseverance et la reussite en enseignement superieur
    (CAPRES), Montreal, QC
Products: Journal Articles
   Kalman, C., Aulls, M. W., Rohar, S., & Godley, J. (in press).
    Students’ perceptions of reflective writing as a tool for exploring
    introductory textbooks. Canadian Journal of Physics.
   Redden, K., Simon, R., & Aulls, M. W. (in press). Alignment in
    teacher education: Identifying contextually dependent student
    presage factors and associated learning outcomes. Teacher
    Educational Quarterly.
   Lasry, N. & Aulls, M.W. (2006). The Effect of Multiple Internal
    Representations on Context Rich Instruction. American Journal of
    Physics.
   Kalman, C. S., & Aulls, M. W. (2003). Can an analysis of the contrast
    between pre-Galilean and Newtonian theoretical frameworks help
    students develop a scientific mindset? Science & Education, 12, 761-
    772.
Inquiry-oriented Learning Research
Objectives: To understand inquiry as an educational event
   Study 1: Predicting persistence in CÉGEP math and science program:
    A comparison between genders on the basis of affect, self-efficacy and
    motivation, perceptions of learning environment and goal-orientation
   Study 2: The identification of inquiry learning and teaching outcomes
    in the academic-cognitive, social, and affective domains
   Study 3: To determine the roles of teachers’ pedagogical vs. subject-
    matter expertise and epistemological beliefs about teaching and
    learning in the actual evaluation of inquiry outcomes
   Study 4: To determine the influence of learning environment factors on
    pre-service teachers’ understanding of inquiry and inquiry-oriented
    education
   Study 5: To identify the effects of students’ beliefs and course context
    on students learning outcomes in educational psychology courses
   Study 6: Constructive alignment in teacher education: Identifying
    contextually dependent student presage factors and associated with
    learning outcomes
Grant Support
Social Sciences and Humanities Research
  Council (SSHRC)
   The interactions of inquiry instruction and
    learning: Context and process (2003-2006)
Products: Recent & Future Conference Papers
   Aulls, M. W., Hoover, M. Hou, D.D., Hong, Y-J., Redden, K.,
    & Simon, R. (2007). The Effects of Students’ Beliefs and Course
    Context on Students Learning. Paper presented at Annual
    Meeting of the American Educational Research Association,
    Chicago, Ill.
   Hou, D. D. & Aulls, M. W. (2007). Students' Perceptions about
    English Language Teaching in China. Paper presented at The
    5th International Conference on ELT in China & the 1st
    Congress of Chinese Applied Linguistics, Beijing, China.
   Aulls, M. W., Hou, D., Hong, Y.-J., & Redden, K. C. (2005,
    April). Pre-service teacher beliefs about effective and ineffective
    instruction. Paper presented at the International Conference of
    Teacher Researchers, Montreal, QC.
   Aulls, M. W., & Redden, K. C. (2005, April). Qualitative
    approaches to the study of self regulated learning. Paper
    presented at the annual meeting of the American Educational
    Research Association, Montreal, QC.
Products: Journal Articles
   Redden, K. C., Simon, R., & Aulls, M. W. (in press)
    Alignment in teacher education: Identifying contextually
    dependent student presage factors and associated learning
    outcomes. Teacher Education Quarterly.
   Shore, B.M., & Irving, J.A. (2005). Inquiry as a pedagogical
    link between expertise and giftedness: The high ability and
    inquiry research group at McGill University. Gifted and
    Talented International, 20, 37-40.
   Tabatabai, D., & Shore, B.M. (2005). How experts and
    novices search the Web. Library and Information Science
    Research, 27, 222-248.
Products: Books
   Aulls, M. W., & Shore, B. M. (2007). Inquiry in
    education: The conceptual foundations for
    research as a curricular imperative . Mahwah,
    NJ: Erlbaum.
   B. M. Shore, M. W. Aulls, & M. A. B. Delcourt
    (Eds.)(2007). Inquiry in education: Where ideas
    come from and where they lead. Mahwah, NJ:
    Erlbaum.
   Clark, C., & Shore, B. M. (2004). Educating
    students with high ability. Paris: UNESCO.
Future Directions for 2007
   Numeracy and Scientific Reasoning Research
    Studies
    - To merge with the Post-Secondary Education Theme group to
    study the practical applications of our past research to the design
    of graduate education courses for CEGEP mathematics and
    science educators
    - To refine the design of curriculum to better support the
    transition from high school to CEGEP in science and
    mathematics learning
   Inquiry Research Studies
    - To further develop the Aulls-Shore Model of Inquiry as content,
    context, process and strategies
    - To apply the Aulls-Shore Model to the evaluation of inquiry
    teaching and learning through action research in Quebec school
    boards
Thank you!

				
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posted:4/22/2011
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