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61.
62.
Action learning has the ability to solve complex problems and to significantly increase the speed and quality of individual, team and organizational learning. Its theoretical base and relationship to adult learning orientations and the source of this power remain relatively unexplored. The authors conducted an extensive review of the literature in order to examine how each of the six critical components of an action learning program (namely; a problem or task, a group, the reflective inquiry process, action, learning, and an action learning coach) incorporates and applies five major adult learning schools (behaviorist, cognitivist, humanist, social and constructivist). An empirical example from the authors’ experience is presented to illustrate the extent and range in which action learning incorporates each of the five schools of adult learning. 相似文献
63.
IS THERE A QUEER PEDAGOGY? OR,STOP READING STRAIGHT 总被引:6,自引:0,他引:6
Deborah P. Britzman 《Educational theory》1995,45(2):151-165
64.
Writing in Mathematics: An Alternative Form of Communication for Academically Low‐Achieving Students
Juliet A. Baxter John Woodward Deborah Olson 《Learning disabilities research & practice》2005,20(2):119-135
Abstract. Classroom communication figures prominently in current math reform efforts. In this study, we analyze how one teacher used writing to support communication in a seventh‐grade, low‐track mathematics class. For one school year, we studied four low‐achieving students in the class. Students wrote in journals on a weekly basis. Using classroom observations and interviews with the teacher, we developed profiles of the four students, capturing their participation in class discussions. The profiles highlighted an important similarity among the four students: marginal participation in both small‐group and whole‐class discussions. However, our analysis of the students' journals identified multiple instances where the students were able to explain their mathematical reasoning, revealing their conceptual understanding, ability to explain, and skill at representing a problem. In this respect, journals potentially facilitate another important form of classroom communication. The promise of writing is that it offers an alternative to the visions of classroom communication that are strictly oral in nature. 相似文献
65.
What standard reports are included in TAP and SPP? What information is provided in item analysis output? How may teachers use the information in their instruction? 相似文献
66.
67.
Those entering the world of publishing standards for the first time may find it a baffling alphabet soup—with NISO, ANSI,
BISG, IEEE, NIST, and ANSC floating on a broth bubbling with activity. Jacob and Rings sort out the acronyms, explaining what
each of these groups does and how they interact.
Mary Ellen L. Jacob, vice president for library planning at OCLC, is responsible for strategic planning activities regarding
libraries and library services. Mrs. Jacob is also the board chair of the National Information Standards Committee.
Deborah L. Rings, information analyst for library planning at OCLC, is responsible for identifying trends and factors relative
to the library and information science areas, and for assessing their impact and potential impact on OCLC and its strategic
planning processes. 相似文献
68.
69.
Spatial and temporal matching abilities of 67 male and female fifth and sixth grade average (18) and severely disabled readers (49) were investigated. Subjects were classified according to the Boder Diagnostic Screening Procedure readers: dysphonetic, dyseidetic, and alexic. Results of the matching task indicated that average and dyseidetic readers were better able than dysphonetic and alexic readers to match purely temporal information. When order of difficulty among the spatial and temporal tasks was analyzed, dysphonetic and alexic readers demonstrated greater difficulty with temporal information. Matching abilities were found to be less related to integration ability than to an ability to sequence temporal information. The existence of possible memory and neurological correlates is discussed. 相似文献
70.
This study investigates associations between social skills (aggression and prosocial behavior) and literacy achievement in a sample of low-income children (between 4 and 6 years old when the study began) during elementary school. Results revealed consistent associations between social skills and literacy achievement in the first, third, and fifth grades, but the patterns of the associations were different for aggression and prosocial behavior. While the strength of the association between aggression and literacy achievement increased over the elementary grades, the association between prosocial behavior and literacy achievement decreased. In addition, path analyses revealed that poor literacy achievement in the first and third grades predicted relatively high aggressive behavior in the third and fifth grades, respectively. 相似文献