Place-based curriculum making: devising a synthesis between primary geography and outdoor learning     

Anne M. Dolan 《Journal of Adventure Education & Outdoor Learning》2016,16(1):49-62

Outdoor learning provides children with an opportunity to experience the interdisciplinary nature of the real world through interactions with each other and the planet. Geographical enquiry involves exploring the outdoors in an investigative capacity. Space, place and sustainability are three core concepts in primary geography, although sustainability is applicable to all curricular areas. This article argues that the disciplines of primary geography and outdoor learning have much to gain through mutual cooperation and collaboration. For instance, primary geography programmes should include extensive outdoor learning initiatives using local sites such as the school grounds and the local area. This article attempts to make links between the two disciplines of primary geography and outdoor learning, in the interests of promoting education for sustainability. Specifically, the article argues for a conscious synthesis which blends the three dimensions of place, space and sustainability into geographical place-based curriculum making.  相似文献   

On the shores of Lethe: C. S. Lewis and the Romantics     

Anne Lundin 《Children‘s Literature in Education》1990,21(1):53-59

Anne Lundin is Assistant Curator of the de Grummond Children's Literature Research Collection at the University of Southern Mississippi. Her regular column on children's books runs inThe Clarion Ledger, a statewide paper. She is a doctoral candidate in Librarianship at the University of Alabama.  相似文献   

Infants' Responses to Facial and Vocal Emotional Signals in a Social Referencing Paradigm   总被引：5，自引：0，他引：5  

Donna L. Mumme  Anne Fernald  Carla Herrera 《Child development》1996,67(6):3219-3237

The independent effects of facial and vocal emotional signals and of positive and negative signals on infant behavior were investigated in a novel toy social referencing paradigm. 90 12-month-old infants and their mothers were assigned to an expression condition (neutral, happy, or fear) nested within a modality condition (face-only or voice-only). Each infant participated in 3 trials: a baseline trial, an expression trial, and a final positive trial. We found that fearful vocal emotional signals, when presented without facial signals, were sufficient to elicit appropriate behavior regulation. Infants in the fear-voice condition looked at their mothers longer, showed less toy proximity, and tended to show more negative affect than infants in the neutral-voice condition. Happy vocal signals did not elicit differential responding. The infants' sex was a factor in the few effects that were found for infants' responses to facial emotional signals.  相似文献   

Comparative analysis of structure in teacher communicated science content     

O. Roger Anderson 《科学教学研究杂志》1970,7(3):227-244

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NARST: a lived history     

Paul Joslin  Karen S. Stiles  J. Stanley Marshall  O. Roger Anderson  James J. Gallagher  Jane Butler Kahle  Peter Fensham  Ruben Lazarowitz  Léonie J. Rennie  Barry Fraser  John R. Staver  Alejandro Gallard  María Pilar Jiménez-Aleixandre  Justin Dillon  Hedy Moscovici  Hsiao-Lin Tuan  Christopher Emdin  Kenneth Tobin  Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(1):157-207

In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members.

Kenneth TobinEmail:

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Employment Outcomes of Science Graduates in Australia: Implications for Choice and Diversity in the Curriculum     

Anderson  Malcolm  McInnis  Craig  Hartley  Robyn 《Tertiary Education and Management》2003,9(1):61-76

In this paper, we compare employment outcomes of science graduates in Australia with information about survey respondents' courses of study to determine the nature and extent of employment-curriculum match (or mismatch). Outcomes of student preferences are also explored to see which course structures – specifically generalist or specialist – are more successful than others. Six different measures of employment-curriculum matching are used to argue that mismatching is likely to be minimal. The paper suggests implications for the structure of undergraduate science degrees.  相似文献   

The Science Methods Course in the Context of the Total Teacher Education Experience     

Anderson  Ronald D. 《Journal of Science Teacher Education》1997,8(4):269-282

Journal of Science Teacher Education -  相似文献   

A quantitative method to assess content structure in verbal interaction     

O. Roger Anderson 《科学教学研究杂志》1972,9(4):305-321

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Promoting student progressions in science classrooms: A video study          下载免费PDF全文

Hui Jin  Michele E. Johnson  Hyo Jeong Shin  Charles W. Anderson 《科学教学研究杂志》2017,54(7):852-883

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Beyond the Classroom: A Framework for Growing School Capacity in a Digital Age     

Christine Anne Haynes  Kaye Shelton 《Journal of Research on Technology in Education》2018,50(4):271-281

Abstract

Rapid technological advancements promise unprecedented educational opportunities to foster student-centered and personalized learning, yet many schools are underprepared, lacking comprehensive organizational strategies for technology enhanced learning. This study sought to provide a framework to guide K-12 school leaders to build and evaluate digital-age school capacity by identifying essential criteria for digital learning in schools, resulting in the development of the Digital Learning Implementation Framework for Education (D-LIFE). Geographically dispersed digital learning experts contributed to a six-round Delphi study gaining consensus on 148 essential criteria for school administrators and policymakers to appraise strategic evaluation of technology implementation. When compared to prominent frameworks, D-LIFE confirmed high-level alignment with ISTE Essential Conditions, providing a comprehensive evaluation framework for K–12 schooling not addressed in prominent standards or frameworks.  相似文献