Preschool Children's Social Interactions Involving Moral and Prudential Transgressions: An Observational Study     

Marie S. Tisak  Larry P. Nucci  Amanda M. Jankowski 《Early education and development》1996,7(2):137-148

Preschool children's social interactions with teachers and peers were observed in the context of moral and prudential events. Twenty groups of children were observed during free play for a total of 164 hours (8 hours per each group). Four types of moral transgressions were observed: physical harm, psychological harm, property loss, and property damage. The majority of the moral transgressions pertained to physical harm and property loss. There were equal frequencies of both moral and prudential physical harm acts; Moral physical harm acts resulted in actual harm; whereas, prudential acts were only potentially harmful. Teachers responded differently to moral and prudential rule violations. Gender differences were noted with regard to instigator, victim teachers' responses, and victims' responses.  相似文献   

Exploring the Use of Cases and Case Methods in Influencing Elementary Preservice Science Teachers' Self-Efficacy Beliefs     

Susan Yoon  Erminia Pedretti  Larry Pedretti  Jim Hewitt  Kirk Perris  Roland Van Oostveen 《Journal of Science Teacher Education》2006,17(1):15-35

In this study, we hypothesize that cases demonstrating exemplary practice in the science classroom can be used as a source for learning content and pedagogical skills that will improve teachers' self-efficacy beliefs. Twelve preservice elementary science teachers are followed as they participate in a case and case method activity illustrating the Grade 7 topic of robotics and fluids. While there was little evidence to show improvements in content knowledge, results indicate that the case acted as a boundary object for brokering between individual experiences and those found in the science teaching community by scaffolding for multiple points of entry, bridging the theory practice gap and offering beginning teachers more immediate access to the community of already practicing teachers.

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A definition of use     

Larry A. Braskamp 《Studies in Educational Evaluation》1982,8(2):169-174

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Using the Q-sort as a predictor of academic success in self-paced,individualized science classes     

Larry Melton  Donald Humphreys 《科学教学研究杂志》1980,17(3):243-249

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Faculty ratings as a measure of departmental and administrator quality     

Dennis D. Hengstler  Dale C. Brandenburg  Larry A. Braskamp  H. Richard Smock 《Research in higher education》1981,14(3):259-275

This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Department's Academic Environment, Satisfaction with the Department's Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head.  相似文献   

Leadership across the curriculum     

Larry W. Tyree 《About Campus》1996,1(3):32-32

The problem, says one community college president, is not that we need to develop better leaders, but we need to develop more leaders. Here's how to start.  相似文献   

实践社团：学习型组织知识管理的新趋势   总被引：1，自引：0，他引：1  

Etienne Wenger  邱昭良 《现代企业教育》2005,(7):13-13

实践社团(Community of Practice，缩写为CoP)由哈佛大学教授Etienne Wenger在1998年正式提出，其他译法还包括知识社群、实务社群、实践社群等。  相似文献   

Assessment of the effectiveness of the studio format in introductory undergraduate biology          下载免费PDF全文

Montelone BA  Rintoul DA  Williams LG 《CBE life sciences education》2008,7(2):234-242

Kansas State University converted its introductory biology course, previously taught as an audio-tutorial (A-T), to a studio format in 1997. We share with others information about the process involved and present assessment data for the studio format course that address 1) student exam performance in A-T and studio; 2) student course grades in A-T and studio; 3) student and instructor perceptions and attitudes for A-T and studio; 4) student performance in subsequent biology courses for A-T and studio; and 5) gains in student learning for the studio course and other traditional lecture/lab courses. Collectively, these measures demonstrate that the studio format is as effective as or more effective (for some measures) than the A-T approach and traditional approaches in providing an effective learning environment. We discuss the issues involved in comparing course formats.  相似文献   

A Professional Development System as a Catalyst for Changing Science Teachers   总被引：1，自引：1，他引：1  

Shymansky  James A.  Henriques  Laura  Chidsey  Jennifer L.  Dunkhase  John  Jorgensen  Margaret  Yore  Larry D. 《Journal of Science Teacher Education》1997,8(1):29-42

Journal of Science Teacher Education -  相似文献   

Rising against a gathering storm: a biopolitical analysis of citizenship in STEM policy     

Darren Hoeg  Larry Bencze 《Cultural Studies of Science Education》2017,12(4):843-861

Science, technology, engineering and mathematics (STEM) is a form of education seen by many governments and educators as a preparation of the types of students needed for the future. STEM education is being developed in many countries without the support of official policy, such as is the case in Canada. In the United States, the National Science Foundation (NSF), and a private non-profit organisation, Achieve Inc.?, have been enlisted to develop policy to guide the development on STEM nationally. Due to its influence in global politics and economy, many countries, including Canada, are interested in how the United States is preparing its citizens for the future through STEM education. In this paper we present a critical discourse analysis on STEM policy from the United States as a basis to discuss: biopolitics in science education; notions of citizenship in contemporary school education and science education; and citizenship and STEM education.  相似文献