The centrality of Aboriginal cultural workshops and experiential learning in a pre-service teacher education course: a regional Victorian University case study     

Sara L. Weuffen  Fred Cahir  Aunty Marjorie Pickford 《高等教育研究与发展》2017,36(4):838-851

This paper discusses a cross-cultural pedagogical approach, couched in a theory–practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers’ (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses.  相似文献   

The awkward ages,or what shall we tell the children?     

Inglis  Fred 《Children‘s Literature in Education》1974,5(1):13-34

Children's Literature in Education -  相似文献   

Cognitive Illusions as Hindrances to Learning Complex Environmental Issues     

Groves  Fred H.  Pugh  Ava F. 《Journal of Science Education and Technology》2002,11(4):381-390

Journal of Science Education and Technology - Teaching and learning complex issues is often confounded by the presence of simplistic mental models that are held by students. These simplistic models...  相似文献   

Memory, maternal representations, and internalizing symptomatology among abused, neglected, and nonmaltreated children     

Valentino K  Cicchetti D  Rogosch FA  Toth SL 《Child development》2008,79(3):705-719

A depth-of-processing incidental recall task for maternal-referent stimuli was utilized to assess basic memory processes and the affective valence of maternal representations among abused ( N  = 63), neglected ( N  = 33), and nonmaltreated ( N  = 128) school-aged children (ages 8–13.5 years old). Self-reported and observer-rated indices of internalizing symptoms were also assessed. Abused children demonstrated impairments in recall compared to neglected and nonmaltreated children. Although abused, neglected, and nonmaltreated children did not differ in valence of maternal representations, positive and negative maternal schemas related to internalizing symptoms differently among subgroups of maltreated children. Valence of maternal schema was critical in differentiating those with high and low internalizing symptomatology among the neglected children only. Implications for clinical intervention and prevention efforts are underscored.  相似文献   

Evaluating instruction: The complementary use of clinical interviews     

Fred N. Finley 《科学教学研究杂志》1986,23(7):635-650

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Alternative assessment of high school laboratory skills     

Rodney L. Doran  Joan Boorman  Fred Chan  Nicholas Hejaily 《科学教学研究杂志》1993,30(9):1121-1131

The purpose of this study was to develop and validate instruments that will assess the laboratory skills of students completing high school science courses. In each of the science areas (biology, chemistry, and physics), tests were developed around six laboratory tasks. Each test used a two-part format with a total time of 80 minutes. Students had to plan an investigation, collect and organize appropriate data, and formulate conclusions based on calculations and graphs. A different test was developed for 12th-grade students not enrolled in a science course. This test consisted of a series of stations where students conducted a short activity that was presented to them. Over 1000 students from 32 Ohio schools formed the sample for this study. Data are presented by skill and by task. In addition, analysis for gender and school effects is included.  相似文献   

Aversively motivated changes in meal patterns of rats in a closed economy: The effects of shock density     

Fred J. Helmstetter  Michael S. Fanselow 《Learning & behavior》1993,21(2):168-175

Rats lived continuously in an operant chamber in which they were able to press a bar to obtain food on a chained FR50:CRF schedule that allowed them control of both the size and frequency of individual meals. Independent groups of animals were scheduled to receive 12, 24, 48, or 96 electric shocks per day, which were given randomly in time and independent of the subjects’ behavior. Rats could avoid shock by remaining in a safe area of the chamber, but they were always at risk while barpressing. The introduction of shock resulted in a number of changes in feeding patterns. In rats exposed to a possible 12 shocks/day, meal size increased whereas meal frequency changed very little. At 24 shocks/day, meal frequency decreased whereas meal size increased such that net intake remained stable relative to a preshock baseline period. As shock density was increased to 48 or 96 shocks/day, total intake was suppressed. At 96 shocks/day, both meal frequency and meal size decreased dramatically. Shock-related changes were also observed in rates of operant responding and in the amount of time the animals engaged in feeding-related behavior. All of the animals were able to achieve a greater than 50% reduction in the total number of shocks received relative to equivalent random samples of their position in the apparatus taken during baseline. These results support the position that the nature of defensive changes in feeding behavior that are seen when an aversive stimulus is introduced: into a simulated foraging situation varies as a function of risk.  相似文献   

Assessing general education using aggregated student course ratings     

Dennis Holt  Fred Janzow 《Assessment Update》1995,7(4):1-2

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A Multidisciplinary,Team-Based Teleconsultation Approach to Enhance Child Mental Health Services in Rural Pediatrics     

Kate Margolis  Kimberly Kelsay  Ayelet Talmi  Heidi McMillan  M. Cecile Fraley  John F. Fred Thomas 《Journal of educational and psychological consultation》2018,28(3):342-367

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Kinds of Keys of student ratings of faculty teaching effectiveness     

John Follman  Manny Lucoff  Leslie Small  Fred Power 《Research in higher education》1974,2(2):173-179

Three substudies of effects of different formats on student ratings of faculty teaching effectiveness were conducted. One substudy, Kinds of Keys, investigated three main kinds of keys: Agreement, Evaluation, and Needs Improvement. The second, NO TUP, investigated numbers of positive rating categories. The third, Item Wording Direction, investigated the same items worded positively, negatively, and neutrally, respectively. Practically important differences in level of ratings obtained in Kinds of Keys and practically and statistically significant differences obtained in NO TUP and Item Wording Direction. It was concluded that additional research is necessary to determine if apparent differences in teaching effectiveness are actually differences in teaching effectiveness or differences due to the methods of measurement.  相似文献