Learning to Teach Science: The Curriculum of Student Teaching in Hiroshima "Attached" Schools     

Tippins  Deborah J.  Kemp  Andy  Ogura  Yasushi  Akiyama  Mikio  Ikeda  Hideo  Isozaki  Tetsuo  Ochiai  Hiroshi  Ohshika  Kiyoyuki  Takemura  Shigekazu  Bryan  Lynn  Keys  Carolyn  Padilla  Michael  Riley  Joseph P.  Thomson  Norman 《Journal of Science Teacher Education》2000,11(3):189-206

Journal of Science Teacher Education -  相似文献   

Lessons in Self-Betrayal: On the Pitfalls of Transformative Education     

Ryan S. Kemp 《Educational theory》2020,70(5):603-616

In this essay Ryan Kemp makes an unlikely case for value stability, arguing that people should almost never aspire to become radically different and that, given this, some people should be reluctant to pursue educational experiences that wildly broaden their life possibilities. His account is developed and structured around two borrowed examples, one literary and the other historical. Wendell Berry, his novel Hannah Coulter in particular, is the source of the first example; Jonathan Lear, specifically the case of Native American resettlement developed in Radical Hope, provides the second. The essay contains three sections structured around three related ideas. The first section explores the rationality of wanting to be a different person. The second section explores the rationality of wanting to be the same person while doing entirely different things. And the third section explores the rationality of desiring an education that teaches you to be suspicious of being anything in particular.  相似文献   

The landscape of causation     

Max Kistler 《Metascience》2014,23(3):497-504

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Digital media as a reflective tool: creating appropriate spaces for students to become introspective     

Lane Perry  Lee Stoner  Max Schleser  Krystina R. Stoner  Daniel Wadsworth  Rachel Page 《Compare》2015,45(2):323-330

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.  相似文献   

On the application of interference fringes to stress analysis     

Max Mark Frocht 《Journal of The Franklin Institute》1933,216(1):73-89

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Science teaching,attitude to health and awareness of health issues   总被引：1，自引：1，他引：0  

Max Maddock 《Research in Science Education》1983,13(1):155-162

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Social background,sources of information,models of behaviour,attitude, awareness and behaviour in health-related matters     

Max Maddock 《Research in Science Education》1987,17(1):94-103

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Micro-Counseling: An Experimental Study of Pre-Practicum Training in Communicating Test Results     

C. Dean Miller  Weston H. Morrill  Max R. Uhlemann 《Counselor Education & Supervision》1970,9(3):171-177

Micro-counseling techniques were used to train 10 beginning graduate students in communicating test results. Training emphasized listening and responding to cues given by the client, brief and concise statements about test-related information, and relating the information to the client's experiences and needs. Training aids included programmed materials, brief videotapes of positive and negative models, role-playing, and videotape feedback of the role-playing and test interpretation sessions. Judges' ratings of trainees in the experimental group were significantly higher than their ratings for the 10 trainees in the control group. Client ratings of counselor effectiveness did not differ significantly for the two groups. Changes in clients' pre- and post-test attitude scores and knowledge scores were statistically significant. An enthusiastic response to the micro-counseling approach was evident from both inexperienced and experienced graduate students.  相似文献   

Children’s spelling of base, inflected, and derived words: Links with morphological awareness     

Nenagh Kemp 《Reading and writing》2006,19(7):737-765

Two studies examined whether young children use their knowledge of the spelling of base words to spell inflected and derived forms. In Study 1, 5- to 9-year-olds wrote the correct letter (s or z) more often to represent the medial /z/ sound of words derived from base forms (e.g., noisy, from noise) than to represent the medial /z/ sound of one-morpheme control words (e.g., busy). In Study 2, 7- to 9-year-olds preserved the spelling of /z/ in pseudoword base forms when writing ostensibly related inflected and derived forms (e.g., kaise-kaisy). In both studies, the children’s tendency to preserve the spelling of /z/ between base and inflected/derived words was related to their performance on analogy tasks of morphological awareness. These findings add to the growing body of evidence that children recognise and represent links of meaning between words from relatively early in their writing experience, and that morphological awareness facilitates the spelling of morphologically complex words.  相似文献   

Defining Early Number Sense: A participatory Australian study     

Sally Howell  Coral Kemp 《教育心理学》2005,25(5):555-571

Recent publications in Australia focus on “number sense” as an important component of mathematics instruction. The current study attempted to tap into local expert knowledge in the area of early mathematics in an effort to establish a consensus on which skills reflect the number sense typically acquired by school entry. A modified Delphi procedure was employed whereby participants were asked to indicate their level of agreement with a variety of skills as indicators of number sense in young children. The study raised questions about the efficacy of this type of participatory research when used in relation to an ill‐defined construct. It also revealed a lack of consensus among the group of academics who agreed to participate in the study.  相似文献