Developing conceptual frameworks for creativity, ICT and teacher education     

Avril Loveless  Jeremy Burton  Keith Turvey 《Thinking Skills and Creativity》2006,1(1):3-13

This paper presents the first phase of a study in teacher education, which explored how a conceptual framework for creativity with information and communication technology (ICT) might be developed and expressed in professional development for primary education pre-service and newly qualified teachers. The Creativity and Professional Development Project (C&PD) involved 16 education ICT specialists in the final stage of their BA in an English University. They participated in the project to investigate their classroom practice in the use of ICT to promote creativity in the making of digital video movies, and to reflect upon the development of their pedagogy with ICT in primary classrooms. The analysis focuses on the student teachers’ experience of engaging in creative activities to prepare, teach and evaluate a school-based project, and identified themes of their understandings and personal experience of creativity, the contribution of ICT, and their reflections on professional development. This analysis raises the issue of designing learning experiences, which promote and support creativity with ICT in the context of teacher learning. A conceptual framework to describe creative practices with ICT in teacher education was developed from the study.  相似文献   

Multiple‐choice and true/false tests: myths and misapprehensions     

Richard F. Burton 《Assessment & Evaluation in Higher Education》2005,30(1):65-72

Examiners seeking guidance on multiple‐choice and true/false tests are likely to encounter various faulty or questionable ideas. Twelve of these are discussed in detail, having to do mainly with the effects on test reliability of test length, guessing and scoring method (i.e. number‐right scoring or negative marking). Some misunderstandings could be based on evidence from tests that were badly written or administered, while others may have arisen through the misinterpretation of reliability coefficients. The usefulness of item response theory in the analysis of academic test items is briefly dismissed.  相似文献   

新千年的挑战:生物心理社会医学模式     

卡罗尔·瑞夫  伯顿·辛格  翟宏  刘宁生 《赣南师范学院学报》2001,(5):9-13

疾病的生物心理社会模式是基于细胞、组织、器官、人际关系以及环境影响等多种因素相互作用的一种构想。在新千年中 ,人们最关心的是行为、环境、心理和社会因素在促进疾病的恢复、保持心情愉快以及抵抗疾病中的作用。应付压力机制与社会、行为因素密切相关 ,该机制可以很清楚地说明外部环境压力和由某种心理反应而引发疾病的情形。压力和消极心理及社会因素对身体和细胞的免疫状态和功能方面都将产生影响。未来几十年我们不但要关注行为和心理社会因素通过神经生理机制对健康状况产生影响 ,而且更有必要揭示有利于健康和人体机能最佳发展的生物心理社会医学等综合因素。此外 ,还应推进初级预防科学。  相似文献   

Helping learning disabled middle school students learn about money     

D Edge  G Burton 《Journal of learning disabilities》1986,19(1):46-51

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Hypothetico-deductive reasoning skill and concept acquisition: Testing a constructivist hypothesis     

Anton E. Lawson  Christine B. McElrath  Margaret S. Burton  Bart D. James  Roy P. Doyle  Stephen L. Woodward  Lawrence Kellerman  Jan D. Snyder 《科学教学研究杂志》1991,28(10):953-970

This study tested the constructivist hypothesis that the acquisition of domain-specific conceptual knowledge (declarative knowledge) requires use of general procedural knowledge. More specifically, it was hypothesized that use of a general pattern of hypothetico-deductive reasoning is necessary for the acquisition of novel domain-specific concepts. To test this hypothesis 314 high school biology and chemistry students were first tested to determine whether or not they were skilled in the use of hypothetico-deductive reasoning. Based on this test, students were classified as reflective, transitional, or intuitive thinkers. All students were then presented with a series of four concept-acquisition tasks. It was predicted that reflective (hypothetico-deductive) thinkers would acquire the concepts while intuitive (empirico-inductive) thinkers would not. Transitional thinkers were expected to be partially successful. These predictions were confirmed as skill in hypothetico-deductive reasoning (developmental level), but not age, was highly correlated with performance on the concept acquisition tasks (X² = 71.14, p < 0.00001). This result was interpreted to be supportive of the constructivist hypothesis.  相似文献   

Faculty vitality in the comprehensive university: Changing context and concerns     

Susy S. Chan  John Burton 《Research in higher education》1995,36(2):219-234

Much of the current research on faculty vitality—including studies of faculty workload, reward structures, and morale—are focused on research universities and liberal arts colleges. Results of two surveys of faculty vitality at DePaul University, administered in 1986 and 1992, suggest that the earlier models of faculty vitality, although useful, need to be reexamined for comprehensive universities. This case study suggests that nontangible correlates, particularly institutional direction and mission articulation and their relationship to faculty workload and the reward's structure, play an important role in ensuring a balanced effort at promoting faculty vitality at comprehensive universities.  相似文献   

Defining Family-centered Early Education: Beliefs of Public School, Child Care, and Head Start Teachers   总被引：1，自引：0，他引：1  

Christine B. Burton 《Early education and development》1992,3(1):45-59

Reform efforts in early childhood education include recommendations to adopt more family-centered approaches to practice, including greater family support functions. In this study the beliefs of 280 early childhood teachers regarding aspects of family-centered programming were assessed using the written Family Involvement Survey (FIS). Teacher beliefs were compared across public school, child care, and Head Start settings. Results revealed that public school early childhood teachers reported significantly less positive beliefs about parents' childrearing interests and abilities, along with lower self-perceived competence in relating to families, than either child care or Head Start teachers. As compared to Head Start teachers, both public school and child care teachers reported significantly more conflict about providing support services to families through their early education programs. These results were interpreted, in part, as evidence of the need for more in-depth knowledge about the separate professional cultures that characterize various sectors of the early education field.  相似文献   

Parents’/carers’ perceptions and experiences of growing,preparing and eating their own fruit and vegetables as part of the ‘Field to Fork’ project     

Diana M. Burton  Stephanie May 《Education 3-13》2016,44(6):751-764

This paper reports research into a project to encourage KS1 and KS2 pupils to eat more healthily by supporting their families to grow their own fruit and vegetables at home. Participants were recruited through a Primary School Trust comprising four primary schools in the North West of England. They were given practical support to enable them to grow fruit and vegetables. The findings of pre-programme focus groups with parents/carers suggested families tended not to eat the daily government-recommended five portions of fruit and vegetables; cost, time and knowledge being the main inhibitors. With resources, knowledge and support most participants were enabled to grow their own fruit and vegetables leading to increased consumption. Availability to and familiarity with fresh fruit and vegetables by tending and growing them first-hand was shown to increase their consumption.  相似文献   

闪烁氟化玻璃的应用研究     

ShaukatS F  董亚明  Farooq R 《上海大学学报(英文版)》2002,6(4):303-306

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Book review     

Detlef D. Spalt  Leone Burton  Erhard Scholz 《Educational Studies in Mathematics》1986,17(4):443-452

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