Differentitaed Preparation for Elementary School Counselors     

Arthur J. Roach  Beatrice L. Wehrly 《Counselor Education & Supervision》1970,9(3):220-221

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Teacher Education: Reflections,Debates, Challenges and Innovations     

Avalos  Beatrice 《Prospects》2002,32(3)

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Feminist tales of teaching and resistance: reimagining gender in early childhood education (Reggio Emilia,Italy)     

Beatrice Jane Vittoria Balfour 《Gender and education》2016,28(3):445-457

ABSTRACT

This article investigates whether the memories of women’s movements that grew out of the Italian Resistance to the Nazi-Fascist Regime during the Second World War have left any legacy to women teachers in early childhood education. The article focuses on the case of internationally renowned and high-quality schools for young children, the municipal schools of a northern Italian town called Reggio Emilia. In contrast to much of the literature on gender and early childhood education, this paper reveals that many women teachers in these schools think of themselves as agents of social change, and that this is tied to their memories of the Italian Resistance.  相似文献   

Strengthening collective action to improve marketing performance: evidence from farmer groups in Central Africa     

Justus Ochieng  Beatrice Knerr  George Owuor  Emily Ouma 《The Journal of Agricultural Education and Extension》2018,24(2):169-189

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组织学习的跨文化效应:中国和荷兰的比较   总被引：2，自引：0，他引：2  

戴万稳  赵曙明  蒋建武 《科学学研究》2007,25(3):541-545

基于克拉克洪和斯托德伯克的跨文化分析架构就中国和荷兰的社会文化对组织学习过程、组织学习氛围和组织学习能力的影响进行比较,提出一些有待进一步证实的命题,以期引起人们对跨文化组织学习实证研究的关注,为跨国公司在华子公司打造学习型组织实践提供理论基础。  相似文献   

eVALUate: an evaluation instrument for measuring students’ perceptions of their engagement and learning outcomes     

Beverley Oliver  Beatrice Tucker  Ritu Gupta  Shelley Yeo 《Assessment & Evaluation in Higher Education》2008,33(6):619-630

In the current climate in Australian higher education, quality assurance in university teaching is a priority. In particular, the introduction of the Learning and Teaching Performance Fund (LTPF) has refocused attention on universities’ internal student evaluation survey instruments. This paper reports the development, validation and implementation of a new unit survey instrument which prompts students to reflect on what helps their achievement of unit learning outcomes, and to report their levels of motivation, engagement and overall satisfaction with a semester‐long course or unit of study. The instrument (eVALUate) was created from precepts reported in the research literature, current practices in evaluating teaching, and sound quality assurance practices appropriate to a university outcomes‐focused education paradigm.  相似文献   

Linking a conceptual framework on systems thinking with experiential knowledge     

Diana Garavito-Bermúdez  Cecilia Lundholm  Beatrice Crona 《Environmental Education Research》2016,22(1):89-110

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Multicollinearity and testing questions of sex equity     

Gerald W. McLaughlin  Mona B. Zirkes  Beatrice T. Mahan 《Research in higher education》1983,19(3):277-284

Multiple regression is being used by some investigators to determine the unique statistical relevance of potential sex bias for various groups of individuals. The following article shows that the presence of multicollinearity among the independent variables can cause misleading interpretations of the resulting regression weight for sex coded as a dummy variable. An alternative approach is proposed with an example to demonstrate the interpretation of the results. Questions are raised concerning the interpretation of some previous research.  相似文献   

Criterion-referenced and norm-referenced assessments: compatibility and complementarity     

Beatrice Lok  Carmel McNaught 《Assessment & Evaluation in Higher Education》2016,41(3):450-465

The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement.  相似文献   

Children's Linguistic Difficulties in a Pitch Directionality Task Involving Cross‐modal Stimuli     

Kevin Durkin  Beatrice Shire 《教育心理学》1990,10(2):169-179

Many children perform poorly on traditional tests of pitch discrimination which require them to identify the higher or lower of successive notes. It is proposed that linguistic ambiguity, inherent in the application of spatial terms to auditory domains, contributes to these difficulties. An experiment is reported which compares children's (aged 6 to 11 years) and adults’ recognition of pitch directions in conditions where consonant or dissonant visual cues are presented, with a condition in which only the sounds are presented. Younger children perform best when visual and auditory directions are consonant. Older children show evidence of superior performance in both visual conditions in comparison with peers tested in the audio‐only condition, suggesting that materials making the linguistic ambiguity salient may help promote their awareness of the auditory dimension. The results are discussed in terms of their implications for interventions to facilitate early musical education.  相似文献