A factor analytic study of secondary science teacher competencies within which growth is perceived as important by science teachers,supervisors, and teacher educators     

Bruce R. Tulloch 《科学教学研究杂志》1986,23(6):543-556

  相似文献   

Shoring up the humanities     

Bruce Cole 《Academic Questions》2002,15(2):8-12

  相似文献   

A case for critical constructivism and critical thinking in science education     

Mike Watts  Zelia Jofili  Risonilta Bezerra 《Research in Science Education》1997,27(2):309-322

While constructivism has made a considerable mark concerning learning in many areas of school learning, much less is evident relating to the education and professional development of teachers. This paper not only deals with the implementation and evaluation of such a constructivist course, but extends the argument towards the induction of teachers into “critical constructivism” through their own action research projects. Data is drawn from a single case study which illuminates the induction process and illustrates the changes taking place in the professional life and the reflective practice of one teacher as she deals with scientific concepts with two classes of 11–15 and 18–25 year olds. The Brazilian setting for the course lends resonance to its international significance.  相似文献   

The Impact of a Professional Development Program on Student Achievement in Grade 6 Mathematics     

John A. Ross  Anne Hogaboam-Gray  Chatherine Bruce 《Journal of Mathematics Teacher Education》2006,9(6):1-27

  相似文献   

The relationship of campus crime to campus and student characteristics     

J. Fredericks Volkwein  Bruce P. Szelest  Alan J. Lizotte 《Research in higher education》1995,36(6):647-670

This research draws upon merged national databases containing federal crime statistics, community demographic data, and campus characteristics. The study displays the trends in campus crime since 1974, and using 1990 data, examines the relationships between three measures of campus crime and 23 predictors developed for this study. The results show that campus rates of both violent crime and property crime are falling, especially since 1985. Moreover, students are considerably safer on campus than in the cities and communities surrounding them. The lowest average crime rates are found at two-year colleges, while the highest overall rates are at medical schools and health science centers. None of the community characteristics, including community crime and poverty rates, are significantly associated with campus crime. While campus organizational measures in general are more highly related to campus crime than are student characteristics, we find differences in the patterns of variables associated with violent crime versus property crime. Factors associated with property crime are partially consistent with existing theory on criminal activity. Factors associated with violent crime are more complex and difficult to predict.An earlier version of this paper was the winner of the regional Best Paper Award from the North East AIR annual meeting in Bolton Landing, N.Y., November 1993. It was presented again at the Association for Institutional Research Forum, New Orleans, Louisiana, May 1994.  相似文献   

Designing informal learning experiences for early career academics using a knowledge ecosystem model     

Faye Miller  Helen Partridge  Christine Bruce  Brian Hemmings 《Journal of Further & Higher Education》2017,41(5):692-705

This article presents a ‘knowledge ecosystem’ model of how early career academics experience using information to learn while building their social networks for developmental purposes. Developed using grounded theory methodology, the model offers a way of conceptualising how to empower early career academics through (1) agency (individual and relational) and (2) facilitation of personalised informal learning (design of physical and virtual systems and environments) in spaces where developmental relationships are formed, including programmes, courses, events, community, home and social media. It is suggested that the knowledge ecosystem model is suitable for use in designing informal learning experiences for early career academics.  相似文献   

Constituting information technology research: the experience of IT researchers     

Binh Pham  Christine Bruce  Ian Stoodley 《高等教育研究与发展》2005,24(3):215-232

The collective consciousness of effective groups of researchers is characterized by shared understandings of their research object or territory. In this study, we adopted a phenomenographic approach to investigate information technology (IT) research, and its objects and territories, as they are constituted in the experience of IT researchers. Semi‐structured interviews were conducted with researchers representing different sub‐disciplines. Analysis revealed the variation in meaning associated with the idea of IT research; and the awareness structures through which participants experience variation in ways of seeing the object and territories of IT research. Eight ways of seeing IT research were found. The outcomes of our project appear to make visible the changes and developments that are an essential part of the character and experience of contemporary IT research.  相似文献   

Developing Research Skills for Civil Engineers: A Library Contribution     

C.S. Bruce  G.H. Brameld 《高等教育研究与发展》1990,9(2):151-160

A cowse‐integrated programme of library instruction has been developed for the School of Civil Engineering at the Queensland University of Technology, Australia; library instruction being one of the means selected to improve the research efforts of fourth year project students. The programme has been developed through consultation between the Civil Engineering Research Project Coordinator and the Civil Engineering Reference Librarian. Its aims are derived from those established for the fourth year research projects. Attention is focussed on the nature of the programme and the impact of instruction on fourth year research project students. Students who had received extended library instruction were compared with students from the previous year. Evidence suggests that the instruction has improved the information seeking behaviour of the students and their literature reviews.  相似文献   

Between eclecticism and orthodoxy in instructional design     

Stephen C. Yanchar  Bruce W. Gabbitas 《Educational technology research and development : ETR & D》2011,59(3):383-398

This paper presents the concept of critical flexibility as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that eclecticism ignores or discourages critical reflection regarding background understanding (e.g., implicit assumptions and values) and perpetuates the lack of openness and flexibility commonly associated with orthodoxy. Critical flexibility, as an alternative to eclecticism, emphasizes an awareness of background understanding, but construes it as capable of being explicated, critically examined, adjusted in specific contexts, and refined or developed over time to facilitate increasingly flexible and effective design practices. The authors clarify the nature of critical flexibility as a general way of being involved in the design process, suggest how it helps overcome the traditional theory–practice split, and discuss several of its implications for scholarship and training.  相似文献   

Development of a set of scales to measure selected scientific attitudes     

Bruce Jones  Bill Butts 《Research in Science Education》1983,13(1):133-140

  相似文献