Alignment of the 2003 NSTA Standards for Science Teacher Preparation with the NCATE Assessment System     

Erica M. Brownstein  Elizabeth Allan  Cathy M. Ezrailson  Rita A. Hagevik  Joseph W. Shane  William R. Veal 《Journal of Science Teacher Education》2009,20(5):403-413

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Using Performance-Based Assessments to Prepare Safe Science Teachers     

Elizabeth Allan  Joseph Shane  Erica M. Brownstein  Cathy Ezrailson  Rita Hagevik  William Veal 《Journal of Science Teacher Education》2009,20(6):495-500

Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom. In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present evidence for preservice teachers’ competence in each of the four components.  相似文献   

Moving to Inclusive Pre-Kindergarten Classrooms: Lessons from the Field     

Cathy C. Mogharreban  Deborah A. Bruns 《Early Childhood Education Journal》2009,36(5):407-414

In this article, the authors share a framework for preparing for and implementing inclusive Pre-kindergarten classrooms based on their experiences working with an interdisciplinary study group comprised of two Pre-K teachers, one early childhood special education teacher, and two university professors, one traditional early childhood and one specializing in early childhood special education. The study group was organized to explore and then document the benefits and challenges of providing inclusive early education to young children with and without disabilities in a public school Pre-K setting. Five key issues are addressed, collaboration and role definition, program decisions, instruction, child outcomes, and necessary resources.  相似文献   

Developing a generic review framework to assure capstone quality     

Sara Hammer  Lindy Abawi  Peter Gibbings  Hazel Jones  Petrea Redmond  Syed Shams 《高等教育研究与发展》2018,37(4):730-743

Within the higher education context, capstone units can be viewed as a significant means of assuring intended learning outcomes for programmes. They provide students with the opportunity to consolidate and apply prior and new disciplinary learning, as well as employability skills and graduate attributes. This paper describes the first stage of an initiative in a regional, Australian university to develop a capstone quality review framework that can be applied across disciplines. A deductive, thematic analysis of relevant literature, guides and institutional strategic documents using a constant comparison method was used to develop a collectively agreed upon set of capstone quality domains and related criteria. These would enable reviewers to assess whether capstone curricula were fit-for-purpose. Capstone domains and criteria were validated and revised using a multi-stage, moderated review of 10 capstone units. This validation process affirmed that to avoid issues with reviewer inter-rater reliability, future use of our framework should emphasise calibrating reviewer interpretation to ensure greater levels of shared understanding of underlying concepts. It further suggested the desirability of incorporating aspects of teacher self-assessment, teacher feedback and student results. Provided these findings are accounted for, we conclude that the proposed capstone review domains and criteria could be used for quality review and enhancement, or capstone benchmarking processes, regardless of discipline area.  相似文献   

Encyclopedia of Gender and Information Technology, edited by Eileen M. Trauth. 2 vols. Hershey, PA: The Idea Group, 2006. 1451 pp. $525.00 cloth. ISBN: 1-59140-815-6     

Rhoda Reddock  Deborah McFee  Cathy Ann Radix 《The Information Society》2008,24(2):128-131

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A Comparison of the Nontraditional Students' Experience on Traditional Versus Nontraditional College Campuses     

Jean M. Lynch  Cathy Bishop-Clark 《Innovative Higher Education》1998,22(3):217-229

The majority of research on nontraditional students has been conducted in environments where they constitute a significant portion of the college population. For the most part, this research found few problems and indicated that nontraditional students' college experiences are positive. This article compares the experience of nontraditional students at two types of campuses—a traditional campus where older students constitute a small percentage of the student population and two branch campuses where there is a substantial number of older students. The findings indicate areas in which a lack of age diversity may have an impact on the nontraditional students' experience.  相似文献   

Purpose and Authenticity in Early Literacy Assessment     

Cathy Nutbrown 《Literacy》1999,33(1):33-40

Literacy and the assessment of literacy dominate current educational and political discussion with claims about falling standards (Gorman and Fernandes 1992), and effective remedies (Brookes et al 1996, Sylva and Hurry 1995). But answers to the question of how best to assess early literacy will depend on the purpose for which assessments are carried out. This paper is particularly concerned with assessment of literacy of children aged 3–5 years. There seems to be a growing acceptance that tests provide an answer to the problem of assessment but many tests are flawed due to a lack of authenticity in the tasks they ask children to respond to. This paper discusses the characteristics of three main purposes in early literacy assessment: teaching, management and research, and concludes that clarity of purpose is crucial if assessment of early literacy is to be properly understood, and if future assessment instruments are to be authentic.  相似文献   

Reviews     

Andrea Bunting  Libby Robin  Suzanne Uniacke  Nicolas Rasmussen  Graham Holland  Marilys Guillemin  Phillip Catton  Sverre Myhra  Rachel A. Ankeny  David Oldroyd  Ivan Crozier  Peter Anstey  Cathy Legg  Jan Edward Garrett  David Philip Miller  John Worrall  Andy Pickering  Hugh Lacey  S. S. Schweber 《Metascience》1999,8(1):125-195

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Interview with Keith Spicer     

Cathy Vainio 《Interchange》1977,8(3):61-69

In 1969, the federal government enacted the Official Languages Act, the intent of which was to secure for the French minority their language rights within federal government administrations throughout Canada. Keith Spicer was appointed Official Languages Commissioner in 1970. As Commissioner, his task was to interpret and implement the Act within federal departments and agencies.Prior to his appointment, Mr. Spicer had taught political science at l'Université d'Ottawa, the University of Toronto, and York University. He has also been active in radio, television, and newspaper journalism, as a commentator and interview host on CBC's French network and editorial writer for the TorontoGlobe and Mail.In the following interview, which took place in July 1977, shortly before he resigned as Official Languages Commissioner, Mr. Spicer reflects upon strengths and weaknesses in the implementation of the Official Languages Act and expresses his views on the current status of French language rights in the spheres of government administration and education.Since leaving his Ottawa post, Mr. Spicer has returned to university teaching and journalism in British Columbia.  相似文献   

Book review     

Cathy Vainio 《Interchange》1978,9(1):104-105

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