Ten years later: Findings from a replication of a study of teacher evaluation practices in our 100 largest school districts     

Karen S. Loup  Joanne S. Garland  Chad D. Ellett  John K. Rugutt 《Journal of Personnel Evaluation in Education》1996,10(3):203-226

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Values in higher education     

John Ferguson 《Higher Education Quarterly》1985,40(1):63-72

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Furfural from corncobs: I—factors influencing the furfural yield in the steam-digestion process     

F.B. LaForge 《Journal of The Franklin Institute》1923,196(1):117-118

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The solvent properties of acetone     

R.F. Remler 《Journal of The Franklin Institute》1922,194(4):520

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The Silents of God: Selected Issues and Documents in Silent American Film and Religion, 1908–25 by Terry Lindvall and Sanctuary Cinema: Origins of the Christian Film Industry by Terry Lindvall     

John Shelton Lawrence Emeritus 《Journal of American culture (Malden, Mass. : 2003)》2008,31(2):263-265

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When to Teach for Belief: A Tempered Defense of the Epistemic Criterion          下载免费PDF全文

John Tillson 《Educational theory》2017,67(2):173-191

Michael Hand has defended the “epistemic criterion” for “directive and nondirective teaching” in his 2008 Educational Theory article, “What Should We Teach as Controversial? A Defense of the Epistemic Criterion,” as well as subsequent pieces. Here, John Tillson defends use of the epistemic criterion in the case of what he calls “momentous propositions,” but he rejects two of Hand's key arguments in support of the criterion. This rethinking comes in light of important contributions to the debate made by Bryan Warnick and D. Spencer Smith and by Maughn Rollins Gregory, also published in this journal. Tillson begins the article with an elucidation of the directive/nondirective distinction, and then discusses some limitations of defining the distinction in terms of intention. Next, he draws attention to the problems with the “soft‐directive teaching” method that Warnick and Smith advocate. Finally, Tillson provides an additional argument in favor of the epistemic criterion, an argument also grounded in work by Hand, which places emphasis on imparting knowledge alongside cultivating rationality among our educational aims.  相似文献   

Embellishing Problem-Solving Examples with Deep Structure Information Facilitates Transfer     

Hee Seung Lee  Shawn Betts  John R. Anderson 《Journal of Experimental Education》2017,85(2):309-333

Appreciation of problem structure is critical to successful learning. Two experiments investigated effective ways of communicating problem structure in a computer-based learning environment and tested whether verbal instruction is necessary to specify solution steps, when deep structure is already embellished by instructional examples. Participants learned to solve algebra-like problems and then solved transfer problems that required adjustment of learned procedures. Experiment 1 demonstrated that verbal instruction helped learning by reducing learners' floundering, but its positive effect disappeared in the transfer. More importantly, students transferred better when they studied with examples that emphasized problem structure rather than solution procedure. Experiment 2 showed that verbal instruction was not necessarily more effective than nonverbal scaffolding to convey problem structure. Final understanding was determined by transparency of problem structure regardless of presence of verbal instruction. However, verbal instruction had a positive impact on learners by having them persist through the task, and optimal instructional choices were likely to differ depending on populations of learners.  相似文献   

Needs and Acculturative Stress of International Students in CACREP Programs          下载免费PDF全文

Malvika Behl  John M. Laux  Christopher P. Roseman  Mojisola Tiamiyu  Sammy Spann 《Counselor Education & Supervision》2017,56(4):305-318

International students enrolled in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs provided acculturative stress and needs data. Acculturative stress was correlated with academic, social, language, and cultural needs. Furthermore, relationships were found between students’ types of needs. Implications are offered to help meet international students’ needs.  相似文献   

Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia     

John De Nobile 《教育心理学》2017,37(3):380-398

The aim of this study was to investigate the relationships between aspects of organisational communication and dimensions of job satisfaction and general organisational commitment. Participants were 358 staff members from 35 government primary schools in the state of Western Australia, who completed a survey comprising the Organisational Communication in Primary Schools Questionnaire, the Teacher Job Satisfaction Questionnaire and a five item general organisational commitment scale. Factor analyses established 13 aspects of job satisfaction and 9 dimensions of job satisfaction. Multiple regression analyses were used to investigate interrelationships. The findings suggest several aspects of organisational communication were related to job satisfaction and organisational commitment. This article concludes with implications for future research with regard to communication and for the maintenance of optimal levels of job satisfaction and commitment in schools.  相似文献   

Introductory statistics in the garden          下载免费PDF全文

John C. Wagaman 《Teaching Statistics》2017,39(2):52-56

This article describes four semesters of introductory statistics courses that incorporate service learning and gardening into the curriculum with applications of the binomial distribution, least squares regression and hypothesis testing. The activities span multiple semesters and are iterative in nature.  相似文献