Book reviews     

Eileen Storrie  Hazel K. Bell 《Learned Publishing》1997,10(4):362-363

The Peer-Reviewed Journal: A Comprehensive Guide through the Editorial Process by Gary Michael Smith, Chatgris Press New Orleans, USA, 80 pp & 63 pp of Figs., $35.00, ISBN 0-9658380-0-5 The Book in the United States Today edited by Richard Abel and Gordon Graham, Transaction Publishers, 1997., ix, 280 pages., Index., ISBN: 1-56000-972-1 (pbk), $21.95 / £14.95.  相似文献   

Mary Monroe Atwater: A transformative force in science education     

Eileen Carlton Parsons 《Cultural Studies of Science Education》2008,3(1):209-216

This article highlights the transformative contributions of Mary Monroe Atwater to the field of science education. Influenced by worldviews shaped by a segregated macro-society and the privileges of a micro-society, Mary stood against oppression in the early years of her academic career by desegregating academic settings and being the first and only African American in varied arenas for many years. As an aspiring academic, Mary challenged dominant paradigms and as an activist academic, she changed the landscape of science education. She broadened the knowledge base through scholarship and praxis and diversified the science education community through personal and professional efforts that were pioneering in nature.

Eileen Carlton ParsonsEmail:

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Eileen Carlton Parsons   is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race.  相似文献   

The outcomes of doctoral education: An institutional study     

Eileen M. Kolman  Karen S. Gallagher  Donald Hossler  Francis Catania 《Research in higher education》1987,27(2):107-118

This study sought to establish baseline data on the outcomes of doctoral education at a private, urban university. Through the use of a survey instrument developed by the researchers, Ph.D. and Ed.D. recipients from 16 departments who had graduated between 1963 and 1984 were contacted. Three primary areas were examined: (1) the impact of doctoral education on career development, (2) the perceived influence of the institutional values on graduates, and (3) the frequency and type of research/scholarly activities engaged in during and after graduate school. Data provided by 707 respondents to the 168 item survey were analyzed by department, by degree, and by four general academic fields, and a number of indices were developed. The main thrust of this paper is the development of the instrument and indices, and the preliminary comparison of four fields with the indices.  相似文献   

Teacher Identity and Reform: Intersections Within School Culture     

Heather Ann Bower  Eileen R. Carlton Parsons 《The Urban Review》2016,48(5):743-765

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Integrated skills reinforcement in the college classroom     

Eileen Brown Pennino 《Assessment Update》1992,4(1):8-15

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Digital storytelling as a disciplinary literacy enhancement tool for EFL students     

Chubko  Nadezhda  Morris  Julia E.  McKinnon  David H.  Slater  Eileen V.  Lummis  Geoffrey W. 《Educational technology research and development : ETR & D》2020,68(6):3587-3604

Educational technology research and development - This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to...  相似文献   

Barriers to teachers using digital texts in literacy classrooms   总被引：1，自引：0，他引：1  

Eileen Honan 《Literacy》2008,42(1):36-43

In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms.  相似文献   

Unpacking the CRT in Negotiating White Science   总被引：1，自引：0，他引：1  

Eileen R. Carlton Parsons  Billye Rhodes  Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960

In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions.  相似文献   

Is an HPT universal model necessary?     

Eileen D. Maeso 《Performance Improvement》2012,51(1):5-7

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Scholarship in the digital age: Open educational resources,publication and public engagement     

Eileen Scanlon 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):12-23

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