Description of knowledge structures within a concept-based curriculum framework     

C D Ennis  L K Mueller  W Zhu 《Research quarterly for exercise and sport》1991,62(3):309-318

The development of declarative knowledge was examined within the parameters of movement-based curricula. Declarative knowledge represents factual or foundational knowledge frequently articulated as curriculum content. A semantic ordered tree technique was used to investigate the knowledge structures of three groups of teacher preparation subjects (novice, coursework, student teacher) and one group of elementary physical education teachers (experts). Structures were examined based on frequency and coherence criteria. ANOVA was used to examine differences between groups. Results suggested that declarative knowledge appeared to develop in complexity from novice to expert within the parameters of concept-based movement curricula. The Active Structural Networks Theory was used to interpret structural development through the accretion, tuning, and restructuring phases. Knowledge structures of the novice and coursework groups seemed to represent accretion, whereas those of student teachers and experts represented tuning and restructuring.  相似文献   

Books by Journalists on American Education     

Robert L. Hampel 《History of education quarterly》2001,41(1):95-100

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Democratization and the Ghost of Zapata: Mexico from 1959 to 1991   总被引：1，自引：0，他引：1  

Leal  David L. 《Int. Journal of Public Opinion Research》2003,15(2):134-150

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Physical education's role in achieving national health objectives     

J M McGinnis  L Kanner  C DeGraw 《Research quarterly for exercise and sport》1991,62(2):138-142

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The Segregation of Black Students at Oberlin College after Reconstruction     

Cally L. Waite 《History of education quarterly》2001,41(3):344-364

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Building intergenerational Bridges in early childhood     

L. C. Taharally  A. L. Smith 《Early Childhood Education Journal》1990,18(2):30-33

A recent report of the Committee for Economic Development observed that 30% of our children are educationally disadvantaged and face major risks of educational failure and lifelong dependency (CED, 1987). One reason advanced for this observation is that schools have neglected to prepare these children to become active citizens who can contribute to the social and economic uplifting of their neighborhoods.L. C. Taharally is an Assistant Professor, Early Childhood Education, and A. L. Smith is an Assistant Professor, Training and Supervision, in the Department of Curriculum and Teaching at Hunter College of the City University of New York.  相似文献   

How various forms of data affect teacher analysis of student performance     

B L Utley  N Zigmond  P S Strain 《Exceptional children》1987,53(5):411-422

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COST ANALYSIS OF MEDICAL PERIODICALS     

Jenkins RL 《Bulletin of the Medical Library Association》1934,22(3):115-123

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The Assessment Skills and Knowledge Standards: Professionalizing the work of assessing student learning and development     

Gavin W. Henning  Alice A. Mitchell  Peggy L. Maki 《About Campus》2008,13(4):11-17

A new set of standards to guide professional development in assessment among student affairs professionals and faculty members is poised to revolutionize how educators learn to conduct this essential work.  相似文献   

Building electronic cooperation in the 1990s- the Maryland, Georgia, and Texas experiences     

Desider L. Vikor  George Gaumond  Fred M. Heath 《The Journal of Academic Librarianship》1997,23(6):511-514

Large scale statewide library cooperation using information technology and wide area networks dates back to the early 1980s with efforts such as the Florida Center for Library Automation and, more recently, the LOUIS Project in Louisiana (see JAL January 1994) and OhioLink (see JAL September 1995). Early efforts were usually focused on the implementation of library information management systems and the provision of shared access to locally held collections, and they often still are. In the 1990s, though, we are witnessing a shift in statewide cooperative use of networks to provide principally access to bibliographic and full-text resources not held locally and usually provided by commercial vendors for use by libraries. As the case studies in this column illustrate the development of funding sources, the technical implementations and support, and the management organization differ from state to state. They reflect, though, the incremental shift in the information landscape towards “electronic libraries”. I choose the word incremental intentionally to reflect that this change has not (at least so far) been anywhere near as rapid or revolutionary as many expected. Nevertheless, what has happened in about 15 years is quite dramatic. It portends a different kind of academic library.—CBL, University of Maryland, College Park.  相似文献