A Task-Centered Approach to Entrepreneurship     

Anne Mendenhall  Caixia Wu Buhanan  Michael Suhaka  Gordon Mills  Gregory V. Gibson  M. David Merrill 《TechTrends》2006,50(4):84-89

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A Case Study of Student Teachers' Science Placements     

Mark Rowlands  Frank Gibson  David Heywood  Joan Parker 《Assessment & Evaluation in Higher Education》1996,21(1):91-98

The role of placements in the development of the education/industry partnership is considered with particular reference to initial teacher education. A detailed study of a placement scheme run by an ITE institution and Teacher Placement Organisers (TPO) is described and analysed to highlight issues regarding the nature and process of students' learning from placements. In the context of science and technology it is suggested that modifications to the content of subjects are necessary if students are successfully to investigate the workplace using their subject understanding. However, there are dangers that learning might become narrowly vocational and it is argued that in the evaluation of learning it is necessary to consider the use of inquiry skills in relation to the subject‐specific context if educational concerns are to be safe‐guarded.  相似文献   

Crawling versus Walking Infants' Perception of Affordances for Locomotion over Sloping Surfaces   总被引：1，自引：0，他引：1  

Karen E. Adolph  Marion A. Eppler  Eleanor J. Gibson 《Child development》1993,64(4):1158-1174

14-month-old toddlers vs. 8.5-month-old crawling infants were encouraged to ascend and descend a sloping walkway (10°, 20°, 30°, and 40°). Infants in both locomotor groups overestimated their ability to ascend slopes. However, on descending trials where falling was more aversive, most toddlers switched from walking to sliding positions for safe descent, but crawlers plunged down headfirst and many fell at each increment. Toddlers touched and hesitated most before descending 10° and 20° slopes, and they explored alternative means for descent by testing out different sliding positions before leaving the starting platform. In contrast, crawlers touched and hesitated most before descending 30° and 40° slopes, and they never explored alternative sliding positions. In addition, we analyzed measures of locomotor skill and experience in relation to children's ability to perceive affordances. Findings indicate that children must learn to perceive affordances for locomotion over slopes and that learning may begin by fine-tuning of exploratory activity.  相似文献   

The university president as pragmatist: An investigation of priorities   总被引：1，自引：0，他引：1  

Delmer D. Dunn  Frank K. Gibson  Joseph W. Whorton 《Research in higher education》1985,23(1):96-106

Presidents of leading American universities were surveyed to determine the priority they place upon university programs of research, instruction, and service. The study examines the priorities they place upon methods of delivering university service programs to various constituent groups and the varying priority that the presidents place upon business and professional groups; general public groups; state or local government officials; federal government officials; labor groups; and agriculture groups. The study also compares the priorities of private, public non-land-grant, and public land grant university presidents on these items. Highest priority was given to research, followed by instruction and service. The rating for research was six times higher than for service. The service priority was further analyzed to reveal a client orientation by presidents linked to the basis of university support.  相似文献   

An Investigation of Broad and Narrow Personality Traits in Relation to General and Domain-Specific Life Satisfaction of College Students     

John?W.?LounsburyEmail author  Richard?A.?Saudargas  Lucy?W.?Gibson  Frederick?T.?Leong 《Research in higher education》2005,46(6):707-729

Based on a sample of 532 undergraduates at a Southeastern U.S. university, Big Five and narrow personality traits were examined in relation to a measure of satisfaction with specific domains of college experience (College Satisfaction) and a measure of General Life Satisfaction. Four of the Big Five traits—Agreeableness, Conscientiousness, Emotional Stability and Extraversion—as well as the narrow traits of Aggression, Career Decidedness, Optimism, Self-Directed Learning, Sense of Identity, and Work Drive were positively, significantly related to both satisfaction measures. Results of hierarchical regression analyses showed that the Big Five traits accounted for 45% of Life Satisfaction variance with Sense of Identity contributing an additional 7%, and College Satisfaction, 6%. It was suggested that who students become in college and how satisfied they are with different aspects of collegiate experience may be primarily determined by who they are when they enter college. Similarities were noted to findings of personality traits and academic performance, job performance, and adult career and life satisfaction. Implications were discussed in terms of Chickering and Reisser’s major vectors for college development as well as for admissions decisions and enhancing student-environment fit in advising, orientation, counseling, and career planning, among others.  相似文献   

A qualitative study of middle school students' perceptions of factors facilitating the learning of science: Grounded theory and existing theory     

Barbara S. Spector  Charles W. Gibson 《科学教学研究杂志》1991,28(6):467-484

The purpose of this study was to explore middle school students' perceptions of what factors facilitated their learning of science. Florida's Educational Reform Act of 1983 funded programs providing the state's precollege students with summer learning opportunities in science. mathematics, and computers. The programs were intended to encourage the development of creative approaches to the teaching of these disciplines. Under this program, between 50 and 60 high-achieving middle school students were in residence on the University of South Florida campus for 12 consecutive days of study in the World of Water (WOW) program. There were two sessions per summer involving a total of 572 participants. Eighi specially trained teachers were in residence with the students. Between 50 and 70 experts from the university, government. business, and industry interacted with the students each year in an innovative science/technology/society (STS) program. An assignment toward the close of the program asked students to reflect on their experiences in residence at the university and write an essay comparing learning in the WOW program to learning in their schools. Those essays were the base for this study. This was a qualitative study using a discursive approach to emergent design to generate grounded theory. Document review, participant observation, and open-ended interviews were used to gather and triangulate data in five phases. Some of the factors that middle school students perceived as helpful to learning science were (a) experiencing the situations about which they were learning; (b) having live presentations by professional experts; (c) doing hands-on activities: (d) being active learners; (e) using inductive reasoning to generate new knowledge; (f) exploring transdisciplinary approaches to problem solving; (g) having adult mentors; (h) interacting with peers and adults; (i) establishing networks; (j) having close personal friends who shared their interest in learning; (k) trusting the individuals in their learning environment, including adults and students; and (1) experiencing a sense of self-reliance. The preceding information was used to generate a series of hypotheses which were woven into a theoretical model. This model suggests that middle school science teacher education would be enhanced by helping prospective and in-service teachers develop and implement strategies that build trust, provide immersion in learning, and use inductive reasoning. This model is currently being used as the theoretical base to convert a traditional junior high school in the South to a middle school.  相似文献   

Looking for leadership: the potential of dialogic reflexivity with rural early-career teachers   总被引：1，自引：0，他引：1  

Jill Willis  Leanne Crosswell  Chad Morrison  Andrew Gibson  Mary Ryan 《Teachers and Teaching》2017,23(7):794-809

Many early-career teachers (ECTs) begin their teaching careers in rural and remote schools in Australia, and do not stay long, with consequences for their own lives, and for their students, schools and communities. By understanding how first-year ECTs navigate personal (subjective) and contextual (objective) conditions, opportunities to disrupt patterns of ECT attrition may be found. This paper explores the online longitudinal reflections from two rural ECTs. Margaret Archer’s three dimensions of reflexivity were used to analyse what personal, structural and cultural resources were activated by ECTs as they discerned and deliberated the costs of being a rural ECT. The potential for school leaders and mentors to support rural ECTs through dialogic reflexivity, that is the opportunity to discern and deliberate priorities with others, is identified as a role that is significant for ECT support but not straightforward. Prompts for dialogic reflexivity are proposed.  相似文献   

Practitioners' perspectives and experiences of supporting bilingual pupils on the autism spectrum in two linguistically different educational settings     

Katie B. Howard  Napoleon Katsos  Jenny L. Gibson 《British Educational Research Journal》2021,47(2):427-449

With greater linguistic diversity in educational settings around the world as a result of international migration, and a rise in autism diagnoses, educators are more frequently teaching children who are both neurodiverse and linguistically different to their peers. The aim of the present study was to uncover the perspectives and experiences of educational practitioners who provide support for bilingual learners on the autism spectrum in two linguistically different educational settings: England and Wales. Semi-structured interviews were conducted with 13 practitioners (5 teachers, 4 teaching assistants, 3 special educational needs coordinators and 1 speech and language therapist) working in mainstream schools. Data were analysed using interpretative phenomenological analysis (IPA), which seeks to illuminate participants' lived experience. Three superordinate themes were extracted from the data: (1) perspectives on bilingualism in autism; (2) comparisons across two linguistically different settings; (3) creating inclusive learning environments. The results demonstrate that practitioners had concerns about the feasibility of bilingualism for some autistic pupils, and argued that exposure to two languages may have a negative impact on their development. Future research should focus on finding effective ways to identify and support learning needs among bilingual pupils to ensure that children who are ‘doubly different’ from their peers not only have access to educational provision, but also have opportunities to harness and celebrate their differences.  相似文献   

Touching the void: arts education research in Australia     

Robyn Gibson  Michael Anderson 《Asia Pacific Journal of Education》2008,28(1):103-112

This article is an overview of arts education research in Australia. The authors argue that there is an urgent need for key arts organisations to form strategic partnerships with arts educators to provide stronger research in the area of arts education. This research base would enhance the ability of policymakers, arts administrators and arts educators to argue for a stronger presence for arts education in schools. Many arts educators and researchers believe that engagement with the arts has value beyond the specific arts subjects themselves. International studies have indicated that important cognitive and social processes and capabilities are developed in arts-enriched experiences, which can be particularly significant for students who are at risk, disengaged and/or underachieving. While this realisation has stimulated action in other countries such as China, Singapore and Japan, arts education researchers in Australia currently make do with small-scale and often ad hoc research in an attempt to argue their case. The conclusions and recommendations of this article call for a series of strategic partnerships to touch or even fill the current void in arts education research in Australia.  相似文献   

SERVICE PROVIDERS’ KNOWLEDGE AND MISCONCEPTIONS ABOUT OLD AGE: COMPARISON OF THREE SERVICE NETWORKS     

John W. Gibson  Yeong‐Ran Park Choi  Douglas Cook 《Educational gerontology》2013,39(8):727-741

We report on knowledge about old age among social service providers from three service networks. Data are based on a survey of 245 respondents from Washington State's developmental disabilities, aging, and generic service networks. Palmore's Facts on Aging Quiz (FAQ; 1977, 1988) was used to measure the level of knowledge about old age. Key findings are as follows: (a) Overall, the respondents averaged 64% correct on the FAQ. (b) Developmental disabilities service providers scored lower than either aging service providers or generic service providers. (c) The content areas in which items were most often missed were the psychological aspects aging, the demographic trends of the aging population, and the socioeconomic status of the elderly. Implications of the results for training service providers are discussed.  相似文献