Pump Early,Pump Often: A Continuous Quality Improvement Project     

Diane L. Spatz  Elizabeth B. Froh  Jessica Schwarz  Kathy Houng  Isabel Brewster  Carey Myers  Judy Prince  Michelle Olkkola 《The Journal of perinatal education》2015,24(3):160-170

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Identifying Opportunities for Grade One Children to Acquire Foundational Number Sense: Developing a Framework for Cross Cultural Classroom Analyses     

Paul Andrews  Judy Sayers 《Early Childhood Education Journal》2015,43(4):257-267

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Use before know-how: teaching with technology in a Mexican public school     

Judy Kalman  Victor Rendón 《International journal of qualitative studies in education》2014,27(8):974-991

In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings.  相似文献   

Promoting early career teacher resilience: a framework for understanding and acting     

Bruce Johnson  Barry Down  Rosie Le Cornu  Judy Peters  Anna Sullivan  Jane Pearce 《Teachers and Teaching》2014,20(5):530-546

In this paper, we undertake a brief review of the ‘conventional’ research into the problems of early career teachers to create a juxtaposed position from which to launch an alternative approach based on resilience theory. We outline four reasons why a new contextualised, social theory of resilience has the potential to open up the field of research into the professional lives of teachers and to produce new insights into the social, cultural and political dynamics at work within and beyond schools. We then move from these theoretical considerations to explain how we used them in a recent Australian research project that examined the experiences of 60 graduate teachers during their first year of teaching. This work led to the development of a Framework of Conditions Supporting Early Career Teacher Resilience which we outline, promote and advocate as the basis for action to better sustain our graduate teachers in their first few years of teaching. Finally, we reflect on the value of our work so far and outline our practical plans to ‘mobilise’ this knowledge in ways that will make it available to a variety of audiences concerned with the welfare of this group of teachers.  相似文献   

Analysis for improving performance: Tools for diagnosing organizations and documenting workplace expertise (2nd ed.)     

Judy Y. Sun 《Performance Improvement Quarterly》2008,21(1):115-121

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Teacher-student discourse in active learning lectures: case studies from undergraduate physics     

Anna K. Wood  Ross K. Galloway  Christine Sinclair  Judy Hardy 《Teaching in Higher Education》2018,23(7):818-834

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’  相似文献   

Promoting female achievement in the sciences: Research & implications     

Judy Lupart  Charlene Barva 《International journal for the advancement of counseling》1998,20(4):319-338

It is anticipated that by the year 2000 Canadian women will make up approximately 50% of the Canadian labour force. Despite this seemingly positive trend toward equitable gender-based participation in the labour force, females are extremely under represented in the scientific and technological fields (Statistics Canada, 1993). Females who are excluded or exclude themselves from the study of mathematics and science, limit career options and advancement opportunities in areas that drive and dominate social and economic trends. The underutilization of females in careers dependent upon science and mathematics expertise extends beyond the issue of individual actualization of potential, and has important consequences for society; significantly, as a threat to the economic prosperity of the nation. The key questions associated with this problem are: What are the factors which delimit and enhance female participation and achievement in the sciences? What can counsellors, educators and parents do to change this trend? Previous research has explored several dimensions, however, the greatest emphasis has been given to the particular barriers girls and women face. Relatively limited work has been given to factors associated with female success in the sciences. This paper reviews our current understanding of the problem, and describes a current research study that attempts to address some of the problems associated with previous theory and research in this area.  相似文献   

Increasing the congruence between course design and delivery: The value-added hand-off approach     

John E Wedman  Judy M. Wedman  Aimee K. Klimczak 《Performance Improvement》1996,35(4):18-24

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Multimedia Science Kits: A Museum Project on Women Scientists and Their Research     

Judy Diamond  Gary Hochman  Suzanne M. Gardner  Beth Schenker  Marian Langan 《Curator: The Museum Journal》1996,39(3):172-187

The University of Nebraska State Museum (UNSM) is creating multimedia outreach kits on the research of women scientists. The collaborative effort has included Nebraska Educational Telecommunications, curricula developers, biographers, graphic designers, and evaluators. The goal of the project is to increase the number of girls interested in pursuing careers in science, and to this end, women scientists are presented as role models. Wonderwise kits target students in grades four through six through student-centered, inquiry-based activities, specimens and tools, videos of the scientists working in the field, resource-based CD-ROMs, and short biographies of the scientists. This project presents a model of how museums can collaborate with schools to improve science education on a statewide basis.  相似文献   

Sex Differences in Science Museums: A Review     

Judy Diamond 《Curator: The Museum Journal》1994,37(1):17-24

Girls as a group have far fewer science- and math-related experiences than boys. This article reviews what is known about how these differences carry over into science museums. Behavioral studies indicate that girls generally engage in more cooperative behavior at museum exhibits, and boys explore exhibits more actively on their own. However, there are large differences between institutions and even discrepancies between similar studies at the same institution. Museums may be able to minimize gender differences by anticipating them in the design of exhibits and programs.  相似文献