THE RELATIONSHIP OF THE LABEL ORTHODOX TO THE ACCEPTANCE OF JEWISH RELIGIOUS CONCEPTS     

Chaim Rozwaski  Albert R. Marston 《Journal of Jewish Education》2013,79(4):226-230

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Centrality of enactive experiences,framing, and motivation to student teachers’ emerging professional identity     

Fanni Liu Coward  Doug Hamman  Leah Johnson  Matthew Lambert  John Indiatsi  Li Zhou 《Teaching Education》2013,24(2):196-221

Professional identity has emerged as a common theme in teacher development research, and the student-teaching practicum is often identified as foundational to identity development. In the context of the student-teaching practicum, interactions with cooperating teachers and pupils are believed to comprise the press for professional identity development, though theory-based explanations are often neglected in the literature, and findings are not always consistent. To address this issue, we used grounded theory to articulate a model explaining the relations among three constructs important to the process of identity development of student teachers (n = 14). Our findings are organized around a model that highlights the phenomenon of “negotiating who I am as a teacher,” which helps us describe differences between student teachers who changed identity vs. those that did not, and psychological and contextual reasons for renegotiation of identity. Discussion focuses on comparisons with previous models and possible implications for teacher education.  相似文献   

Investigating the interrelationships between sport and the arts     

Jonathan Long  Doug Sandle 《Sport in Society》2019,22(5):717-722

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Understanding Biological Evolution Through Computational Thinking     

Christensen  Dana  Lombardi  Doug 《Science & Education》2020,29(4):1035-1077

Science & Education - Computational thinking is a contemporary science and engineering practice that has been introduced to the US science classrooms due to its emphasis in the Next Generation...  相似文献   

Students’ evaluations about climate change     

Doug Lombardi  Carol B. Brandt  Elliot S. Bickel  Colin Burg 《International Journal of Science Education》2016,38(8):1392-1414

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Tiers of intervention in responsiveness to intervention: prevention outcomes and learning disabilities identification patterns     

Marston D 《Journal of learning disabilities》2005,38(6):539-544

Response to Intervention (RTI) models have attracted great attention as an alternative to traditional methods used for identifying students with learning disabilities. A major feature of this approach is the implementation of academic interventions in general education and measuring the student's response to those interventions. A common question that needs to be addressed is the number of stages or tiers of intervention necessary in the Response to Intervention model. This article reviews three studies of RTI that investigate the RTI tiers. Sharon Vaughn and Rollanda O'Connor report on studies using the Standard Protocol approach to RTI. David Tilly reports on using the Problem Solving Model as an RTI model. This article summarizes the results of these three investigations.  相似文献   

High technology and performance technology     

Doug Leigh 《Performance Improvement》2004,43(2):1-4

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Performance improvement: More than just bettering the here‐and‐now     

Ryan Watkins  Doug Leigh 《Performance Improvement》2001,40(8):10-15

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Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction     

Doug M. Clarke  Anne Roche 《Educational Studies in Mathematics》2009,72(1):127-138

As part of individual interviews incorporating whole number and rational number tasks, 323 grade 6 children in Victoria, Australia were asked to nominate the larger of two fractions for eight pairs, giving reasons for their choice. All tasks were expected to be undertaken mentally. The relative difficulty of the pairs was found to be close to that predicted, with the exception of fractions with the same numerators and different denominators, which proved surprisingly difficult. Students who demonstrated the greatest success were likely to use benchmark (transitive) and residual thinking. It is hypothesised that the methods of these successful students could form the basis of instructional approaches which may yield the kind of connected understanding promoted in various curriculum documents and required for the development of proportional reasoning in later years.  相似文献   

Using possible-selves theory to understand the identity development of new teachers     

Doug Hamman  Kevin Gosselin  Jacqueline Romano  Rommel Bunuan 《Teaching and Teacher Education》2010

Questions about identity and future success often occupy the thinking of individuals during life transitions. Possible-selves theory describes how future-oriented thought provides identity-relevant information and motivation to pursue self-relevant goals. Expected and feared possible selves of beginning teachers (n = 221) were analyzed revealing four main categories (i.e., interpersonal relationships, classroom management, instruction, and professionalism). Differences between student and beginning inservice teachers suggest a transitional trajectory that could have implications for understanding the “how” of teacher identity development. Possible-selves theory may help bring a degree of unity across divergent frameworks and help link identity to broader issues of teacher development.  相似文献