Changing personal epistemologies in early childhood pre-service teachers using an integrated teaching program   总被引：1，自引：0，他引：1  

Jo Brownlee  Anne Petriwskyj  Karen Thorpe  Phillip Stacey  Megan Gibson 《高等教育研究与发展》2011,30(4):477-490

This study investigated changes in pre-service teachers' personal epistemologies as they engaged in an integrated teaching program. Personal epistemology refers to individual beliefs about the nature of knowing and knowledge and has been shown to influence teaching practice. An integrated approach to teaching, based on both an implicit and explicit focus on personal epistemology, was developed by an academic team within a Bachelor of Education (Early Childhood). The teaching program integrated content across four units of study, modelling personal epistemologies implicitly through collaborative reflexive practice. The students were also required to engage in explicit reflections on their personal epistemologies. Quantitative measures of personal epistemology were collected at the beginning and end of the semester using the Epistemological Beliefs Survey (EBS) to assess changes across the teaching period. Results indicated that pre-service teachers' epistemological beliefs about the integration of knowledge became more sophisticated over the course of the teaching period. Qualitative data included pre-service teachers' responses to open ended questions and field experience journal reflections about their perceptions of the teaching program and were collected at the end of the semester. These data showed that pre-service teachers held different conceptions about learning as integration, which provided a more nuanced understanding of the EBS data. Understanding pre-service teachers' epistemological beliefs provides promising directions for teacher preparation and professional enrichment.  相似文献   

Considering legacy as a multi-dimensional construct: The legacy of the Olympic Games     

Nola Agha  Sheranne Fairley  Heather Gibson 《Sport Management Review》2012,15(1):125-139

The International Olympic Committee (IOC) requires cities that bid for the Olympic Games to formulate a legacy strategy. This case follows a sport professional tasked with developing an Olympic bid for their city. Specifically, the case considers various legacy outcomes including: destination image, tourism, cost, venues, housing, and social legacies. The case is written with anonymity of the actual city so that the instructor can adapt the case to a specific city. The case is particularly useful for courses covering sport tourism, stakeholder management, event management, or sport economics and finance.  相似文献   

The spectral transmissive properties of dyes     

K.S. Gibson  H.J. McNicholas  W.E. Mathewson  E.P.T. Tyndall  M.K. Frehafer 《Journal of The Franklin Institute》1922,194(3):387-389

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Guest Editorial     

Ivan Gibson 《European Journal of Engineering Education》2002,27(1):1-3

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A Slave to Limit: the dogmatism of educational research   总被引：1，自引：1，他引：0  

Rex Gibson 《Cambridge Journal of Education》1978,8(1):22-31

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The Northern Ireland Reminiscence Network: promoting social wellbeing by valuing memories     

Gibson F 《Health information and libraries journal》2004,21(Z2):62-65

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Technique and timing in the women's reverse two and one half somersault tuck (305C) and the men's reverse two and one half somersault pike (305B) 3m springboard dives     

Sanders R  Gibson B  Prassas S 《Sports biomechanics / International Society of Biomechanics in Sports》2002,1(2):193-212

The purpose of this study was to compare the reverse two and one half somersault dive in a tuck position (305C) performed by females (n = 24), and the reverse two and one half somersault dive in a pike position (305B) performed by males (n = 21), to determine changes required by females to successfully perform 305B. Key performance variables in reverse dives were also compared to those of forward dives. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitised to obtain times and postures of the divers at specific events including hurdle landing, takeoff, and entry. Estimates of hurdle flight height and mass-normalised work done on the springboard were obtained from hurdle and flight times. The males did more work on the springboard to achieve greater height and rotation than females. Females performing 305C had less hip and knee flexion at hurdle landing than males performing 305B and took longer to achieve maximum hip flexion after takeoff from the springboard. To progress from 305C to 305B females need to adjust their techniques to put more energy into the system. Desirable changes include increased height in the hurdle and increased hip and knee flexion prior to hurdle landing. Comparison of results for reverse dives with data previously presented for forward dives indicated that divers are more limited in the number of somersaults and dive position in reverse dives than forward dives despite equivalent or better height in reverse dives than forward dives.  相似文献   

Professional Issues: Documentation of Emotional and Mental Disabilities: The Role of the Counseling Center     

Joan M. Gibson 《Journal of College Counseling》2000,3(1):63-72

Students with emotional disabilities are attending institutions of higher education in increasing numbers. To assist counseling centers in their role of reviewing documentation for accommodation requests, suggestions are offered about who may be qualified to provide the evaluation and what information the evaluation should contain.  相似文献   

The Effects of Word‐Learning Biases on Children's Concept of Angle          下载免费PDF全文

Dominic J. Gibson  Eliza L. Congdon  Susan C. Levine 《Child development》2015,86(1):319-326

Despite evidence that young children are sensitive to differences in angle measure, older students frequently struggle to grasp this important mathematical concept. When making judgments about the size of angles, children often rely on erroneous dimensions such as the length of the angles' sides. The present study tested the possibility that this misconception stems from the whole‐object word‐learning bias by providing a subset of children with a separate label to refer to the whole angle figure. Thirty preschoolers (M = 4.86 years, SD = .53) were tested with a pretest–training–posttest design. At pretest, children showed evidence of the whole‐object misconception. After training, children who were given a novel‐word label for the whole object improved significantly more than those trained on the meaning of “angle” alone.  相似文献   

Positionierungen zu „Elite“ und „Exzellenz“ in gymnasialen Bildungsregionen – Eine „Gretchenfrage“ für Schulleiter exklusiver Gymnasien?     

Werner Helsper  Mareke Niemann  Anja Gibson  Lena Dreier 《Zeitschrift für Erziehungswissenschaft》2014,17(3):203-219

Looking at two urban higher education regions, in this paper we investigate the question of which positions head teachers of “exclusive” German gymnasiums adopt with regard to concepts such as ‘elite’, ‘excellence’ and thus also to schools’ attempts to distinguish their own profiles in the education system, all the while bearing in mind the context of public discourses about ‘elite’ and ‘excellence’. In doing so, we reconstruct four modes of dealing with the elite concept. All of these modes—even the most positive references—show that for “exclusive” German Gymnasiums the term ‘elite’ is precariously situated, associated as it is with a considerable need for legitimation. By contrast, it is not problematic to refer to a meritocratic elite concept that involves functional academic and leadership elites in the sense of excellence. On the other hand, any association of these upper secondary schools with power, financial and business elites does seem highly problematic and is vehemently rejected. This clear rejection occurs—and this is the central thesis of this article—because otherwise meritocracy itself, as the hegemonic academic form of legitimation, would be threatened to its very core.  相似文献