Darwin’s Really Dangerous Idea     

Harman  Oren 《Science & Education》2019,28(6-7):803-812

Science & Education -  相似文献   

A methodological problem in conservation studies: the use of relational terms     

J A Griffiths  C A Shantz  I E Sigel 《Child development》1967,38(3):841-848

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Access to ICT     

Dr  Matthew Griffiths 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):313-315

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Obituary     

Shane Godbolt  Regional Librarian  North Thames  Linda Griffiths  T. Mark Hodges  Tony McSean  Leslie Morton 《Health information and libraries journal》2000,17(4):239-240

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On The Power Of Ideas     

Oren Harman 《Minerva》2007,45(2):175-189

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Some comments on Macdonald's paper     

Brian Griffiths 《Educational Studies in Mathematics》1978,9(4):421-427

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High school students' understanding of food webs: Identification of a learning hierarchy and related misconceptions     

Alan K. Griffiths  Bette A. C. Grant 《科学教学研究杂志》1985,22(5):421-436

Developing an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule-like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reported.  相似文献   

Evaluating the impact of the new National Award for SENCos: transforming landscapes or gardening in a gale?     

Dominic Griffiths  Rachel Dubsky 《British Journal of Special Education》2012,39(4):164-172

This study, authored by Dominic Griffiths and Rachel Dubsky, both of Manchester Metropolitan University, considers the impact of the new National Award for Special Educational Needs Coordinators (NASENCo) in one English local authority. Data on the impacts upon both SENCos' personal professional development and upon their schools are drawn from semi‐structured interviews with six SENCOs, their headteachers and one colleague from each of their schools. Factors that appear to have enhanced or modified the impact of the training are identified. The article discussed, firstly, the emerging theme of SENCos' own perceptions of their role, and then the implications of the study's findings for future NASENCo course design.  相似文献   

Examining Effective Intervention Practices for Communication Impairment in Autism Spectrum Disorder     

Billy T. Ogletree  Thomas Oren  Martin A. Fischer 《Exceptionality》2013,21(4):233-247

This article describes effective communication-related practices by reviewing specific evidence-based techniques, sharing how these techniques have been used in various treatment approaches, and discussing a constellation of general principles vital to treatment success. A comprehensive model of service delivery is provided to illustrate these key features of effective practice within the ecological and cultural contexts of families and their everyday lives.  相似文献   

Predicting academic achievement by class‐level emotions and perceived homeroom teachers’ emotional support          下载免费PDF全文

Gabriela Kashy‐Rosenbaum  Oren Kaplan  Yael Israel‐Cohen 《Psychology in the schools》2018,55(7):770-782

Using a multilevel approach, this study examined the role of classroom emotional climate on students' academic achievement. Positive and negative emotions and homeroom teachers' support were used to assess the classroom emotional climate on the individual and class levels. To our knowledge, no study to date has investigated these specific aspects of the classroom emotional climate in relation to students' GPA. Data were collected from 73 classrooms in grades 7‐12 (N = 1,641, students; 53% female) across three schools in Israel. Findings revealed that aggregated levels of both positive affect and perceived homeroom teacher support were positively tied to GPA and that aggregated levels of negative affect were negatively tied to GPA. The final model included gender, teacher support, individual and class emotions and explained 14% of within‐class GPA. A central implication of this study is the relevance of having an emotionally supportive homeroom teacher for students' academic achievement.  相似文献