The SITE Project: An Experiment in Approaches to INSET   总被引：1，自引：0，他引：1  

Keith Baker 《Cambridge Journal of Education》1979,9(2-3):175-189

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Brat camp, boot camp, or ……..? Exploring wilderness therapy program theory     

Keith C. Russell 《Journal of Adventure Education & Outdoor Learning》2006,6(1):51-67

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The nature of scientific knowledge and student learning: Two longitudinal case studies     

Dr. Keith B. Lucas  Wolff-Michael Roth 《Research in Science Education》1996,26(1):103-127

This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data base was established including student essays and interviews regarding their views of the nature of science and teaching and learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and of the science teaching and learning process, which were not always complementary, are described with the aid of a model. The findings of this research have direct relevance to the planning and implementation of science courses in which the development of understandings of the nature of science is an objective.  相似文献   

Preservice primary teacher education in NSW: A comparative analysis of espoused science education curricula     

Keith Skamp 《Research in Science Education》1988,18(1):71-82

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Growing tall     

David Kent  Keith Hedger 《Educational Studies in Mathematics》1980,11(2):137-179

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Addressing barriers to implementing inclusive education in the Pacific     

Umesh Sharma  Ann Cheryl Armstrong  Laisiasa Merumeru  Janine Simi  Hannah Yared 《International Journal of Inclusive Education》2019,23(1):65-78

ABSTRACT

Countries of the Pacific region are currently undergoing significant reforms. While disability inclusive education has been identified as a regional priority by all member nations, implementing inclusive education in the countries of the region can be quite challenging as many barriers continue to hamper the progress of the countries. Unless the barriers are identified and systematically addressed, it is unlikely that the countries will be able to implement a robust and holistic inclusive education strategy. In this paper, we present possible ways in which the countries of the Pacific could make significant progress in implementing a sustainable inclusive education strategy. We used a collaborative approach of co-examining potential barriers that are likely to impede the growth of countries in implementing a comprehensive inclusive education plan of action. We then identified possible strategies that are likely to result in an improved and perhaps more culturally responsive implementation of inclusive education in the Pacific. The most significant barriers identified by the members included: inadequate teacher preparation, stigma and negative attitudes towards people with disabilities, and limited engagement with the local leaders and key stakeholders. Possible strategies for addressing the barriers are outlined and discussed with possible implications for local, regional, and international researchers and policy makers.  相似文献   

Centralized administration and academic credit base in experiential education     

Dr. D. Keith Lupton 《Innovative Higher Education》1979,4(2):165-176

The Off-Campus Term (OCT) Program of the University of South Florida is a model in experiential education of centralized administration and in granting academic credit. In contrast to many programs where the experiential office serves in a coordinating role, but the academic work is under the supervision of classroom faculty, the OCT Program encompasses all of this under one program umbrella. Further, the program is comprehensive in nature providing for any kind of off-campus experience desired by the student. The methods and systems used, both functional and academic, are described along with the strengths and weaknesses of the OCT centralized model.  相似文献   

Outdoor Education,Leisure Education and Environmental Education: Claiming Neglected Opportunities and Responsibilities     

Keith Mcrae 《Asia-Pacific Journal of Teacher Education》1987,15(1):50-63

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Good writing: what role for the educator?     

Keith Allan Noble 《British journal of educational technology : journal of the Council for Educational Technology》1989,20(2):142-142

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Explaining the variance in reading ability in terms of psychological processes: What have we learned?     

Keith E. Stanovich 《Annals of dyslexia》1985,35(1):67-96

After years of confusion, the literature on individual differences in reading ability is finally beginning to coalesce around a small set of general conclusions that are endorsed by the vast majority of researchers. The most fundamental is that word decoding ability accounts for a very large proportion of the variance in reading ability at all levels. Variation in word decoding skill is primarily the result of differences in phonological abilities, rather than visual processes. Less-skilled readers are not characterized by a general inability to use context to facilitate word recognition. However, situations where such readers fail to utilize context to facilitate word recognition will arise when their slow and inaccurate decoding of words renders the context useless. Less-skilled readers display performance deficits on a wide variety of short-term memory tasks, probably due to an inability to efficiently employ various memory strategies, and most certainly due to inadequate phonological coding. Less-skilled readers may have comprehension deficits that are partially independent of word decoding skill. These problems probably arise because syntactic abilities and metacognitive strategies are inadequately developed. Presented at the Twelfth Annual Conference of the New York Branch of The Orton Dyslexia Society, New York, March 1985.  相似文献