The antecedents of teacher satisfaction with professional development programs     

Adam E. Nir  Ronit Bogler 《Teaching and Teacher Education》2008

Literature has shown that on-the-job professional development programs are most beneficial when they are long-term, focused on students’ learning, and linked to the curricula. We hypothesized that the higher the control teachers have over job professional development processes, and the greater the resemblance of these processes to the typical teaching culture in classrooms, the greater the teachers’ satisfaction with job professional development processes. The findings of this study demonstrate that the main factors affecting teachers’ satisfaction with the instructional programs are related to their desire to maintain instructional processes “close to home”, and to shape these processes in accordance with their needs and expectations. The implications of the study are discussed with relation to decision-makers in the school setting and at the local authorities’ level.  相似文献   

Roberta J. Magnusson,Water Technology in the Middle Ages: Cities,Monasteries, and Waterworks after the Roman Empire     

Lucas  Adam 《Metascience》2003,12(1):93-96

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Ernst mach and thought experiments in science education     

Michael R. Matthews 《Research in Science Education》1988,18(1):251-257

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Behavior patterns in pigeons during autoshaping with an incremental conditioned stimulus     

T. James Matthews  Barbara E. Lerer 《Learning & behavior》1987,15(1):69-75

Pigeons were trained on a variant of the autoshaping procedure in which a keylight stimulus of increasing brightness was used to signal the passing of a 30-sec interfood interval (IFI). Key-pecking developed in all subjects within the first session (65 trials). Within trials, pecking began midway through the IFI, increased throughout the remainder, and decreased just before food delivery. Other behavioral stereotypies were also recorded: Low light levels were associated with a retreat to the rear of the test chamber, and medium light levels (during the midportion of the IFI) were associated with high rates of pacing toward and away from the food source. Probe trials revealed that pecking, pacing, and retreat were all under strong stimulus control; that is, when the light was held constant at its lowest or highest brightness, or when the brightness ramp was presented in reverse order, the behavior pattern almost invariably remained tied to stimulus brightness. Results are discussed in terms of associative and nonassociative sources of the form and sequential characteristics of the behavior.  相似文献   

Selectivity in Learning: A Theme in the Application of Whitehead’s Theory of Prehensions to Education     

Adam C. Scarfe 《Interchange》2005,36(1-2):9-22

This paper, which is particularly centered on the student’s learning process, is the first half of a detailed study of selectivity in Whitehead’s philosophy of education. Here, by setting forth the analogy between the creative process exhibited in Whitehead’s Theory of Prehensions and the learning process through an interpretation of the term, ‘prehending subject’ as ’learner,’ I argue that selectivity, via ‘negative prehensions,’ is the efficient motive power at work in the process of learning. Various concrete classroom examples of selectivity are alluded to, which lend support to this thesis. With clues from the Aims of Education, by reading the theory of prehensions with some conceptual modifications made for the purposes of education, I present the perspective that, as one side of a logical contrast, Whitehead’s theory of prehensions can be said to be conducive to a critical pedagogy.  相似文献   

UK university part-time higher education: a corpus-assisted discourse analysis of undergraduate prospectuses     

Adam Matthews  Ben Kotzee 《高等教育研究与发展》2020,39(6):1186-1201

ABSTRACT

In the UK, higher education (HE) policy discourse over the past 60 years has advocated flexible part-time HE for social mobility, personal development, economic advantage and leisure. However, part-time undergraduate HE in the UK is in steep decline. Against this backdrop, we were interested in how universities promote, or fail to promote, part-time study options today. We built a corpus of 90 UK undergraduate prospectuses for 2018 entry (5,673,799 words). Using a corpus-assisted discourse analysis approach, we found significant mismatch between policy discourse and marketing discourse regarding part-time study. In particular, we found that UK university marketing discourse positions full-time study as the dominant mode of study and writes of part-time study as ‘second-best’. This discourse mismatch is particularly marked when it comes to the elite Russell Group of universities. Viewing the absence of strong promotional discourse relating to part-time study alongside other factors such as increased tuition fees and the rise of global online education platforms adds a new perspective to the decline of flexible part-time undergraduate HE at campus-based universities in the UK.  相似文献   

The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England          下载免费PDF全文

Adam J. White  Rory Magrath  Bryan Thomas 《British Educational Research Journal》2018,44(3):480-495

Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving.  相似文献   

Addressing issues of peer rejection in child-centered classrooms     

Mona W. Matthews 《Early Childhood Education Journal》1996,24(2):93-97

In many early childhood classrooms, teachers are providing more opportunities for children to interact with peers as they learn. For most children, these interactions are successful. However, for a few children, their attempts to interact with peers are ignored or rebuffed. If interactions are an essential component of the instructional program, then being denied access to them is tantamount to being denied access to learning events. Therefore, the children experience the psychological impact of rejection as well as the impact of being denied access to learning opportunities. This article explores this issue by: (a) describing the sociometric dimension (i.e., interpersonal relationships) within groups, (b) providing illustrations of how the sociometric dynamics in one classroom affected three children, and (c) presenting suggestions for maximizing the learning experiences for all children.  相似文献   

Studying the effects of two quantitatively defined teaching strategies on student behavior in elementary school science using macroanalytic techniques     

John E. Penick  James A. Shymansky  Charles C. Matthews  Ronald G. Good 《科学教学研究杂志》1976,13(4):289-296

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Mario Bunge: Physicist and Philosopher     

Matthews  Michael R. 《Science & Education》2003,12(5-6):431-444

Mario Bunge was born in Argentina in the final year of the First World War.He learnt atomic physics and quantum mechanics from an Austrian refugeewho had been a student of Heisenberg. Additionally he taught himself modernphilosophy in an environment that was a philosophical backwater. He was thefirst South American philosopher of science to be trained in science. Hispublications in physics, philosophy, psychology, sociology and the foundationsof biology, are staggering in number, and include a massive 8-volume Treatiseon Philosophy. The unifying thread of his scholarship is the constant and vigorousadvancement of the Enlightenment Project, and criticism of cultural and academicmovements that deny or devalue the core planks of the project: namely its naturalism,the search for truth, the universality of science, rationality, and respect for individuals.At a time when specialisation is widely decried, and its deleterious effects on science,philosophy of science, educational research and science teaching are recognised – it is salutary to see the fruits of one person's pursuit of the Big' scientific and philosophical picture.  相似文献