Designing a growth-producing environment     

Dr. Shel Weissman  Dr. Richard L. Morrison  Dr. David O. Krebs  Dr. Michael J. Dillon  Dr. Francine Toder  Dr. Nina Krebs 《Innovative Higher Education》1978,2(4):300-308

The purpose of this article is to describe how one university counseling center went about the process of changing its management style and subsequent service delivery. In a relatively short period of time the center went from the traditional director-staff relationship to a collective governance process. This shared governance process is based on the assumptions that the product of collective planning, shared responsibilities, and group decision making enhance morale, creativity, and productivity. As a result of the arduous tasks involved in the shift of administrative styles, the center has established group accountability, collective decision making, open communication, and total group program development. For this center's staff the transition to nonauthoritarian governance has been both stimulating and exciting. However, the process of change involves high risks, continual cooperation, and a climate of support. Without these ingredients the potential for creative management will be sharply reduced.  相似文献   

“The story means more to me now”: teaching thinking through Guided Reading     

David Whitehead 《Literacy》2002,36(1):33-37

This article describes perspective and imagery thinking strategies taught during Guided Reading lessons. These strategies are designed to enhance comprehension by giving students techniques for manipulating meaning. Social and physical perspective thinking strategies allow students to identify and apply a variety of perspectives, while imagery thinking strategies allow students to re‐view meaning through the application of still, moving and melting images. Comment from teachers and students involved in a project designed to trial these strategies indicate they may be one way of raising standards in English.  相似文献   

Evaluation of existing criteria for judging the quality of science exhibits     

Harris H. Shettel  Pamela C. Reilly 《Educational technology research and development : ETR & D》1966,14(4):479-488

  相似文献   

General system theory: Toward a conceptual framework for science and technology education for all   总被引：2，自引：0，他引：2  

David Chen  Walter Stroup 《Journal of Science Education and Technology》1993,2(3):447-459

In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.  相似文献   

The improtance of selected textbook features to science teachers     

Dr. Alan Cook  Mr. David Tulip 《Research in Science Education》1992,22(1):91-100

This paper reports the results of a study of teacher opinions about the features considered important in an ideal textbook. A survey of Queensland high school teachers revealed that they favoured texts that focus on student cognition and which provide useful features such as exercises and practical activities. Differences were found between the preferences of Queensland teachers and the preferences of teachers reported in two American studies. The significance of these differences for writers and publishers is discussed. Specializations: communication and cognition in science. Specializations: science education.  相似文献   

Changes in primary science over the past decade: Implications for the research community     

Dr Ken Appleton  David Symington 《Research in Science Education》1996,26(3):299-316

During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education.  相似文献   

Research productivity and academics’ conceptions of research     

Angela Brew  David Boud  Sang Un Namgung  Lisa Lucas  Karin Crawford 《Higher Education》2016,71(5):681-697

  相似文献   

China's Television Universities   总被引：2，自引：0，他引：2  

David Hawkridge  Bob McCormick 《British journal of educational technology : journal of the Council for Educational Technology》1983,14(3):160-173

  相似文献   

The CS− effect in simple conditioning and stimulus selection during development     

Norman E. Spear  David Kucharski  James S. Miller 《Learning & behavior》1989,17(1):70-82

Changes in affect toward a particular stimulus can take place very rapidly through Pavlovian conditioning, if presentation of the conditioned stimulus (CS+) paired with the unconditioned stimulus (US) is accompanied by presentation of a “CS?,” another value of the same dimension as the CS+ but not paired with a US. This effect has considerable generality. It has been observed in terms of both olfactory and visual CSs, in terms of appetitive as well as aversive conditioning, and for adult as well as infant rats. The CS? effect has seemed especially important for infants, which may be related to the general tendency for infants to exhibit less stimulus selection than older animals. Finally, the CS? effect has enabled the development of a simple test of short-term retention that can quite effectively assess memory for either incidental or target events. These tests so far have indicated a clear ontogenetic decrease in rate of forgetting over short intervals, corresponding to the well-known development-related decrease in forgetting over long intervals (infantile amnesia). The tests also have shown that short-term forgetting of intentional and target events is surprisingly similar, with some indication of more rapid forgetting for the incidental events. Alternative interpretations of the CS? effect and some preliminary tests of these interpretations are discussed.  相似文献   

Letter to the Editor     

David Wray 《Literacy》1986,20(2):135-137

  相似文献