The paradox of administrative control in fostering teacher professional development   总被引：1，自引：0，他引：1  

Judith Haymore Sandholtz  Samantha Paredes Scribner   《Teaching and Teacher Education》2006,22(8):1104-1117

In this case study, we use a consensus model as a framework for examining the professional development component of a standards-based reform effort initiated by a school district in the United States. We describe the district's actions, analyze the extent of adherence to the model, and identify reasons for what occurred. Although administrators intended to adopt key design principles of effective professional development, specific implementation strategies undermined and contradicted these principles. Their response to increasing bureaucratic controls at the state and national levels translated into increased regulation and control at the district and school levels, which paradoxically restricted the very attributes they sought to enhance.  相似文献   

Research mentor: a tool to aid in the training of scientific investigators     

David Weiner  Judith Weiner 《British journal of educational technology : journal of the Council for Educational Technology》1996,27(1):5-14

We describe an intelligent mentor for teaching the ability to think scientifically. The student is given an arbitrary starting place in the matrix of knowledge surrounding an area of biomedical research. He/she then proposes hypotheses and supporting experiments which are checked against the knowledge base for agreement, consistency or contradiction. Agreement or consistency results in the report of successful experiments, thus advancing the student's "state-of-the-art." Contradiction results in failure of the experiment to support the hypothesis. In either case, a new hypothesis can then be proposed and tested, each step being potentially contingent on results of the last.
The knowledge base upon which the system operates is a frame-based implementation of the Biomatrix, augmented with pointers to literature citations. Each object (hypotheses, experiments, cells, animals, etc.) is described in terms of its properties and its relations to other objects. Thus, the matrix is represented as a semantic network. Other objects create the relations among the hypotheses, subhypotheses, experiments and other parts of the knowledge base.
This system provides experiential learning at a rate determined by the student, while saving costly resources.  相似文献   

Adults'' Responses to Infants Varying in Appearance of Age and Attractiveness   总被引：1，自引：0，他引：1  

Jean M. Ritter  Rita J. Casey  Judith H. Langlois 《Child development》1991,62(1):68-82

The relations among age appearance, facial attractiveness, and adult expectations of the developmental maturity of infants were examined in 3 studies. In Study 1, a relation was demonstrated between ratings of the attractiveness (77 judges) and age appearance (53 judges) of 6-month-olds: less attractive infants were judged to be older than their attractive age-mates. In Study 2, 75 parents judged the specific developmental abilities of 6-month-old infants and estimated the age of the babies. Parents overestimated both the age and the developmental abilities of the unattractive infants. Furthermore, ability estimates for the unattractive infants were significantly higher than judgments of the typical abilities of 6-month-olds made by another group of 35 parents. Finally, the results of Study 2 were replicated in Study 3 conducted with 348 mothers. It was also demonstrated in Study 3 that, although mothers expected unattractive infants to be capable of more specific developmental skills, they nevertheless rated the general competence of the unattractive infants to be lower than that of attractive infants. Specious contradictions in the attractiveness and age appearance literatures are resolved by these results: age appearance seems to function as an informational cue with respect to specific age-appropriate abilities, whereas attractiveness elicits evaluative attributions of general competence. Both types of information conveyed in faces may have important implications for adult evaluations of infants and older children.  相似文献   

Publishing Findings that are Not Significant: Can Non-significant Findings Be Significant?     

Norman G. Lederman  Judith S. Lederman 《Journal of Science Teacher Education》2016,27(4):349-355

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Publishing in Scholarly Journals: Part II—Is it an Attitude or Technique? It's a Technique     

Marlowe H. Smaby  Judith Crews  Trae Downing 《Counselor Education & Supervision》1999,38(4):227-236

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The present structure of university examinations   总被引：1，自引：0，他引：1  

Margaret Ager  Judith Weltman 《Higher Education Quarterly》1967,21(3):272-285

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Differences In The Civic Knowledge And Attitudes Of Adolescents In The United States By Immigrant Status And Hispanic Background     

Judith Torney-Purta  Carolyn Barber  Britt Wilkenfeld 《Prospects》2006,36(3):343-354

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Current Developments in Scotland in Inservice Courses for Teachers of Pupils with Special Educational Needs     

Judith Watson 《欧洲师范教育杂志》1991,14(2):155-162

Principles affecting inservice training of teachers are influenced by national technological and demographic developments as well as the economic and political climate. Effects of these different factors are discussed briefly and illustrated by the experience of one College's inservice course for teachers of pupils with special educational needs.  相似文献   

Promoting, protecting, and supporting normal birth          下载免费PDF全文

Lothian J 《The Journal of perinatal education》2004,13(2):1-5

In this professional paper, published by Lamaze International and reprinted here with permission, Lamaze International identifies six care practices-adapted from the work of the World Health Organization-that promote, protect, and support normal birth. The six care practices are: labor begins on its own; freedom of movement throughout labor; continuous labor support; no routine interventions; non-supine (e.g., upright or side-lying) positions for birth; and no separation of mother and baby with unlimited opportunity for breastfeeding. Evidence to support each care practice is presented. Health-care providers and places of birth are encouraged to adopt these care practices as standards of care. Additionally, women are encouraged to choose health-care providers and places of birth whose care practices promote, protect, and support normal birth.  相似文献   

Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers     

Monica Mulholland 《International Journal of Inclusive Education》2016,20(10):1070-1083

Collaborative practice is integral to effective inclusion. Within schools, teacher collaboration can foster communities of practice through a series of professional relationships that enhance the educational experience and learning outcomes of pupils with special educational needs (SEN). In Ireland, Learning Support Teachers (LSTs) and Resource Teachers (RTs) provide additional support to the increasing numbers of children with SEN in mainstream classrooms. Working alongside Classroom Teachers (CTs), this tripartite of teaching expertise represents an opportunity for whole-school and classroom-based approaches to successful collaborative, inclusive practice.

This article describes the perceptions and experiences of collaborative practice between primary CTs, RTs and LSTs in a cohort of primary schools in the West of Ireland. Using a mixed methods approach, the study sought to establish the nature and extent of collaboration amongst these teachers and to identify the benefits and barriers to implementation.

The findings suggest that whilst teachers are increasingly aware of the value of collaboration, its implementation is largely aspirational, with a series of challenges relating to time constraints, ad hoc planning and limited professional development opportunities most commonly identified as constraints to a consistent approach. The article considers the consequences of this shortfall and options for improved engagement between teachers are identified.  相似文献