Software Engineering as a Professional Discipline     

Donald Bagert  Nancy R. Mead 《Computer Science Education》2013,23(1):73-87

In this paper we discuss some of the aspects of software engineering as a professional discipline. After a brief discussion of software engineering as a profession, we focus on accreditation, licensing, and certification. We examine historic trends, current status, and the future outlook in each of these areas. We anticipate that this will continue to be an area that sparks professional interest and debate, as the field of software engineering matures.  相似文献   

BOOK REVIEW     

Nancy F. Gilbert Care Manager 《Educational gerontology》2013,39(5):489-494

Public educators of adults, because of their locally based programs, are strategically positioned to facilitate the learning of large numbers of older people. Little is known, however, about how these educators view the learning needs of elders who live in their communities. We conducted a telephone interview survey, using fixed‐response and open‐ended questions, with 30 directors of public adult education programs in Maine. The instrument assessed how important particular educational goals were for these directors at the time of the interview and how important each should be in the future. We examined both outcome and process variables. Health education was the outcome factor with the largest discrepancy between present and future program goals. Outreach to elders not presently participating in adult education programs was the process factor with the largest discrepancy. We discuss implications of this research for adult education and for potential partnerships between local educators and gerontologists.  相似文献   

THE RELATIONSHIP BETWEEN MODELING AND PHYSIOLOGY ACHIEVEMENT     

Robert L. Cole 《Community College Journal of Research & Practice》2013,37(4):377-383

A series of nine self‐instructional, programmed modules on selected physiology topics was developed. The modules consisted of a learning program, a model formulation activity, and a posttest. Three kinds of models were involved in the modeling activities: graphic, formal, and inferred.

There was a relatively high degree of association between the successful completion of models and successful physiology achievement, especially on test items at the application and synthesis levels. The kind of model which was the best predictor of physiology achievement was the graphic type. The graphic model was the most realistic and concrete of the three different kinds of models.  相似文献   

From the Editor     

Jim Cole 《期刊图书馆员》2013,64(4):497-498

  相似文献   

Pre-service teachers’ beliefs and knowledge about multiculturalism     

Emmanuel O. Acquah  Nancy L. Commins 《欧洲师范教育杂志》2013,36(4):445-463

The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.  相似文献   

Correspondence     

Dave Kowalka  Lynn G. Cole  Lawrence Schlack  Marcia Lebeau 《Roeper Review》2013,35(3)

  相似文献   

Making authentic science accessible to students     

Hee-Sun Lee  Nancy Butler 《International Journal of Science Education》2013,35(8):923-948

Authentic activities are important in promoting inquiry because they provide natural problem-solving contexts with high degrees of complexity. This study designed and studied effective inquiry tasks through transforming content, scientific thinking, and resources featured in scientists' authentic practices. This study investigated how 59 inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems. Forecasts were evaluated in terms of prediction agreement, meteorological entity consideration, explanation type, and scientific knowledge use because these four categories reflected inquiry features emphasized in the forecasting task. Results show that real-world situations that mapped closely onto students' content understandings, rather than those with naturally occurring complex patterns, helped students perform inquiry. Key ideas discussed in this paper include the importance of using authentic situations to develop rich understandings about scientific knowledge and the design of tasks that prepare students to participate in social practices valued by the science community.  相似文献   

Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning     

Valiente C  Eisenberg N  Haugen R  Spinrad TL  Hofer C  Liew J  Kupfer A 《Early education and development》2011,22(3):411-433

  相似文献   

Marital status in television drama: A case of reduced options     

Nancy Signorielli 《广播与电子媒介杂志》2013,57(2):585-597

Married and single male and female prime‐time televison characters are presented very stereotypically and traditionally while formerly married female characters are presented less traditionally but somewhat more negatively.  相似文献   

Team processes, team conflict, team outcomes, and gender: An examination of U.S. and Mexican learning teams   总被引：1，自引：0，他引：1  

Warren Watson  Danielle Cooper  M.A. Jose Luis Neri Torres  Nancy G. Boyd   《Int J Intercult Relat》2008,32(6):524-537

Team learning is growing rapidly in popularity in United States (U.S.) and Mexican universities. This instructional approach consists of using learning teams in which participants are required to work together regularly for a semester period of time and produce evaluated team outcomes. These team outcomes, along with their individual performance, have a significant impact on each individual's final assessment. We compare team processes, team conflict, team outcomes, and gender interaction in Mexican and U.S. student teams. U.S. teams report more team-oriented behavior and more cohesiveness, and Mexican teams report more self-oriented behavior and more conflict. Nationality (United States or Mexico) has a moderating effect on the relationship between gender heterogeneity and cohesiveness and conflict. Suggestions are given for applications and future research.  相似文献