Assessment matters: Learning about learning communities: Consider the variables     

Gary R. Pike 《About Campus》2008,13(5):30-32

Learning communities come in many forms. Indiana University's Gary Pike shares four research‐based lessons to guide the assessment of all of them.  相似文献   

Introducing International Issues: Facility Location     

Joanne M. Tucker  Gary R. Armstrong 《Decision Sciences Journal of Innovative Education》2008,6(2):297-303

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Comments on the Keynote     

Langer  Gary; Traugott  Michael W.; Worcester  Robert M. 《Int. Journal of Public Opinion Research》2008,20(1):23-29

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Can Improvisation be Taught?     

Gary Peters 《The International Journal of Art & Design Education》2005,24(3):299-307

The aim of this article is to reconsider the (age old) problem of relating theory to practice in art education by placing it within the largely ignored context of improvisation. In so doing it is hoped that some of the well‐known ‘difficulties’ art practitioners have when confronted with the (usually mandatory) history and theory components of their programmes of study might be better understood and, perhaps, managed rather differently.  相似文献   

Editorial     

Vivienne Baumfield  Ian Menter  Christine Skelton  Gary Thomas 《British Educational Research Journal》2010,36(1):1-2

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MAKE LOVE! It＇s Heavenly and Sustainable     

Gary Headrick 《海外英语》2010,(4):26-26

一看到“做爱”两个字,您可千万别想歪了!我们这里说的可是“大爱”,我们的存在本身就是靠“爱”来支撑,对供我们生活、成长、发展的能源,我们更要报以“爱”的回报,而不是无节制地掠夺和浪费。说到这里您一定能猜出Gary这篇文章的目的了吧!就让我们一起来看一看吧——  相似文献   

Teaching the book and educating the person: challenges for university English language teachers in China     

Rosemary Wette  Gary Barkhuizen 《Asia Pacific Journal of Education》2009,29(2):195-212

Recent accounts of college-level English language teaching in China describe environments that, although constrained by the College English Test (CET), are undergoing changes in a number of curriculum areas, including recognition of the need to incorporate communicative approaches and the assessment of practical language abilities. In such times, tensions between the needs and desires of society, teaching institutions, teachers and students are inevitable. In this article, we report on a study involving a group of university English teachers from across China who attended a professional development programme in Beijing in the summer of 2006. We explored the experiences of 83 teachers in their working environments, using four one-page reflective frames, which we distributed at regular intervals during the 2-week programme. Teachers described tensions between the need to achieve socially-oriented and subject-centred goals, such as passing examinations and developing communicative competence (“teaching the book”), and their desire to bring about enduring personal changes in students' awareness of themselves as learners and their approaches to learning (“educating the person”). Like colleagues in other countries and contexts, they faced ongoing challenges in trying to harmonize students' needs, curriculum obligations, and their own theories of best practice.  相似文献   

Comparing the Utility of the 2000 and 2005 Carnegie Classification Systems in Research on Students’ College Experiences and Outcomes     

Alexander C. McCormick  Gary R. Pike  George D. Kuh  Pu-Shih Daniel Chen 《Research in higher education》2009,50(2):144-167

This study compares the explanatory power of the 2000 edition of Carnegie Classification, the 2005 revision of the classification, and selected variables underlying Carnegie’s expanded 2005 classification system using data from the National Survey of Student Engagement’s spring 2004 administration. Results indicate that the 2000 and 2005 classifications generally offer comparable explanatory power for measures of self-reported gains and student engagement, but the new variables from the 2005 system are more strongly related to cognitive outcomes and engagement than were the two categorical groupings. The variables most consistently related to outcomes and engagement are graduate-undergraduate coexistence, residential character of the campus, and arts and sciences share of undergraduate majors. Implications of the findings for research and assessment are discussed.

Alexander C. McCormickEmail:

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Orthography and the Development of Reading Processes: An Eye-Movement Study of Chinese and English     

Gary Feng  Kevin Miller  Hua Shu  Houcan Zhang 《Child development》2009,80(3):720-735

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An Energy Model for Viewing Embodied Human Capital Theory     

Neil A. Kaufman  Gary D. Geroy 《Performance Improvement Quarterly》2007,20(1):37-47

Human capital development is one of the emerging areas of study with regard to social science theory, practice, and research. Arelatively new concept, human capital is described in terms of individual knowledge skills and experience. It is currently expressed as a function of education as well as a measure of economic activity. Little theory exists to establish models of individual or group human capital. By drawing upon existing physical science constructs such as embodied energy, this article applies a framework for articulating an approach to human capital development and interaction. Our proposition is that human capital consists of active and passive capacity, which parallels the theoretic dimensions of potential and kinetic energy. Aconceptual binary phase diagram of a human capital system is presented along with examples for applying the model to practice. Utilizing an economic model of resource flows; a model of embodied human capital is developed as a vehicle for sustainable human capital theory.  相似文献