User-assisted query translation for interactive cross-language information retrieval     

Douglas W. Oard  Daqing He  Jianqiang Wang 《Information processing & management》2008

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Issues in Implementing a New Teacher Assessment System in a Large Urban School District: Results of a Qualitative Field Study     

Douglas R. Davis  Jonelle E. Pool  Michele Mits-Cash 《Journal of Personnel Evaluation in Education》2000,14(4):285-306

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Development of a neuroscience-oriented "methods" course for graduate students of pharmacology and toxicology     

Surratt CK  Witt-Enderby PA  Johnson DA  Anderson CA  Bricker JD  Davis VL  Firestine SM  Meng WS 《CBE life sciences education》2006,5(2):188-196

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UNDERSTANDING WHY SCHOLARS CHOOSE TO WORK IN ALTERNATIVE INQUIRY PARADIGMS     

Toma  J. Douglas 《Research in higher education》1999,40(5):539-569

With the rise of alternative inquiry paradigmsacross academic fields, faculty within the same academicdepartments choose to ground themselves within different intellectual traditions and distinctacademic cultures, not simply those parallel to thepositivist tradition. One illustration of the emergingparadigmatic pluralism across academe is the actual paradigm choice by individual scholars.Appreciating these paradigm choices is critical if weare to interpret the faculty work and faculty culturethat shape institutional culture and influence resource allocation at universities and colleges. Usingqualitative methods, I focus upon a single discipline inmy exploratory study, law, but extend these concepts andissues in analyzing and interpreting my findings to how they might apply to faculty working inother academic fields.  相似文献   

Developmental and Educational Perspectives on Theory Change: To Have and Hold,or To Have and Hone?     

Duschl  Richard A.  Deaák  Gedeon O.  Ellenbogen  Kirsten M.  Holton  Douglas L. 《Science & Education》1999,8(5):525-542

Eric Schwitzgebel presents an attractive argument for the use of affective indicators to both assess and extend the 'theory theory' research agenda. A key component of his argument is an account of explanation that can be applied to both children and adults, few of whom possess the attributes and behaviors that warrant being called scientists. The core features of his account include 1) regarding a set of propositions as a theory and 2) subscribing to a theory by accepting and employing this set of propositions to explain events within the theory's domain. We will argue that this account, while potentially helpful for guiding research on the affective content of explanations, requires elaboration because it (1) does not fully characterize what is distinctive and important about theoretical and scientific thinking, (2) raises questions about different kinds of explanations, such as seen in transitions from common-sense explanations to theoretical explanations; (3) favors individual theorizing to the exclusion of socially mediated theorizing, and (4) raises developmental questions about the nature of explanation-seeking and the capacity to apply evidence to evaluate theories.  相似文献   

Generative Paradox in Learner-Centered College Teaching     

Douglas Reimondo Robertson 《Innovative Higher Education》2005,29(3):181-194

The discussion identifies six contradictions that characterize the emergent learner-centered teaching role: (a) control/flow, (b) facilitator/evaluator, (c) teacher learning/student learning, (d) subject expert/teaching expert, (e) caring for students/caring for self, and (f) individual mentor/group leader. Key concepts are presented (conflict, compartmentalized paradox, and generative paradox) which represent points on a continuum of the degree to which college teachers have successfully integrated these fundamental contradictions in the learner-centered teaching role. This article extends an ongoing discussion of integrity in learner-centered teaching by providing a conceptual paradigm and examples for developing consistently productive responses to these six fundamental contradictions in learner-centered teaching.Douglas Reimondo Robertson (Ph.D., Syracuse University) is Assistant Provost for Professional Development Programs and Professor of Educational Leadership at Northern Kentucky University. His most recent line of research focuses on further developing the emergent concept and practice of learner-centered college teaching.  相似文献   

AUTHORING THE EDUCATED SELF: EDUCATIONAL AUTOBIOGRAPHY AND RESISTANCE     

Susan Douglas Franzosa 《Educational theory》1992,42(4):395-412

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Evaluating the role performance of university lecturers     

Douglas Magin 《Higher Education Quarterly》1973,28(1):84-96

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ACTUAL AND PERCEIVED U.S. PUBLIC OPINION: THE SPIRAL OF SILENCE DURING THE PERSIAN GULF WAR     

Eveland  William P.  Jr.; McLeod  Douglas M.; Signorielli  Nancy 《Int. Journal of Public Opinion Research》1995,7(2):91-109

This study analyzes actual and perceived support for the PersianGulf War in the United States. Data were collected from 292residents of New Castle County, Delaware, during the 1991 GulfWar. Results show that support for the war was not the strongconsensus reported in mainstream media. In fact, 53.1 percentof the respondents fell within the neutral, disagree, or stronglydisagree ranges of a support for the war scale. Only 6.6 percentof the respondents were in the strong support range. However,responses were significantly higher on an item measuring perceivedsupport for the war. Consistent with Noelle-Neumann's spiralof silence theory, perceived public support for the war wasa significant predictor of support for the war even after 13variables were controlled. The alternative explanation thatsubjects were ‘projecting’ their own perceptionsonto the public, is discounted by the finding that liberals,moderates and conservatives did not differ in their perceptionsof public support.  相似文献   

Through the education jungle with gun and camera     

Douglas Myers 《Interchange》1974,5(4):62-66

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