Integrated, Comprehensive Alignment as a Foundation for Measuring Student Progress     

Joseph Martineau  Pamela Paek  John Keene  Thomas Hirsch 《Educational Measurement》2007,26(1):28-35

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How can teacher education change the downhill trend of science education?     

Dr. Pamela Fraser-Abder 《Journal of Science Teacher Education》1992,3(1):21-26

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Protean places: teams across time and space     

Pamela Shockley-Zalabak 《Journal of Applied Communication Research》2002,30(3):231-250

Proteanism is about the simultaneous disruption of place and the seeking of a new sense of place. These metaphorical concepts of the fluid yet grounded, the shape shifting and consolidation, and the evolving creation of a sense of place are applied to a discussion of changing organizational forms and communicative processes. These new formings within ever-changing forms are referred to as Protean Places. The protean concepts of sequentiality, simultaneity, and sociality are examined within the context of what we know about changing organizational forms, major communicative processes, and the history of a virtual customer service team organized across time and space. Finally, the metaphor of Protean Places and the case study are utilized to provide direction for future research, theory building, and practical application in organizational communication.  相似文献   

Children without homes an examination of public responsibility to children in out-of-home care : Children's defense fund (J. Kaitzer and M.L. Allen), Washington,D.C., children's defense fund, 1978, 282 pp.     

Pamela McBogg 《Child abuse & neglect》1980,4(3):212-213

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Comparison of anthropometry to dual energy X-ray absorptiometry: a new prediction equation for women     

Ball S  Swan PD  DeSimone R 《Research quarterly for exercise and sport》2004,75(3):248-258

The purpose of this study was to assess the accuracy of three recommended anthropometric equations for women and then develop an updated prediction equation using dual energy x-ray absorptiometry (DXA). The percentage of body fat (%BF) by anthropometry was significantly correlated (r = .896-.929; p < .01) with DXA, but each equation underestimated %BF (3.2-5.6 %BF; p < .01). The following DXA criterion (DC) equation was created: %BF= -6.40665 + 0.41946(S3SF) - 0.00126(S3SF)2 + 0.12515(hip) + 0.06473 (age); (S3SF = sum of triceps, suprailiac, thigh; hip = circumference in cm; age = years). The predicted residual sum of squares (PRESS) R2 was high (0.86), and the PRESS standard error of estimate (SEE) was low (2.5 %BF) for our sample of 150 women. The DC equation was further crosschecked on a separate sample of women (n = 25) and again showed excellent agreement. The DC equation appears to be a more accurate estimation of %BF in women.  相似文献   

Teachers’ skill ratings of children with learning disabilities: A comparison of the United States and Japan     

Charles Haynes Ed.D.  Pamela Hook Ph.D.  Paul Macaruso Ph.D.  Etsuko Muta M.Ed.  Yoichi Hayashi M.A.  Junko Kato M.D.  Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238

This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall, U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems and cultural expectations.  相似文献   

Reshuffling the disciplines: Texts and contexts in literature,history and science     

Pamela Gossin 《Metascience》2014,23(3):531-534

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Parallel discourses with unparalleled effects: early years workforce development and professionalisation initiatives in Germany     

Pamela Oberhuemer 《International Journal of Early Years Education》2015,23(3):303-312

Just over a decade ago, an OECD Starting Strong team reviewed the system of early childhood education and care (ECEC) in Germany. Regarding the staffing of early childhood provision and referring in particular to resistance at the political level to raise the formal qualification level of educators in alignment with European trends, the evaluative report noted in 2004 that the chosen approach may be overlooking the issue of the sustainability. The article explores key discourses and paradigmatic shifts which have shaped early years professionalisation initiatives and workforce developments since this time. One of the most notable changes has been a remarkable growth in the size of the workforce, which has almost doubled over the past eight years. What are the reasons for this fast-paced expansion, and can it be sustained? Have qualification requirements been lowered, and has the composition of the workforce changed? What are current challenges facing the sector? As ECEC provision develops across Europe, other countries face similar issues. Exploring how they are played out in one particular country context may help to stimulate critical analysis in others.  相似文献   

‘Education at our school is not free’: the hidden costs of fee-free schooling in Rwanda     

Timothy P. Williams  Pamela Abbott  Alfred Mupenzi 《Compare》2015,45(6):931-952

As primary school enrolment rates in Rwanda near ubiquity, completion rates remain low and repetition rates remain high. This study investigates the impact of the ‘hidden costs’ of schooling in the context of Rwanda’s fee-free education policy. Using a social-science case study, focus groups and interviews were undertaken with 200 participants, including local leaders, school administrators, children and caregivers. Findings suggest children continue to contend with a range of school-related costs that impact attendance, performance and completion. Examination fees, after-school coaching and ‘voluntary’ parent-teacher association dues were found to have serious consequences for children’s educational experience. Findings illustrate how these ‘hidden costs’ may be a key factor explaining why children do not complete their schooling once enrolled. A series of policy recommendations are offered and broader implications for children’s rights and Education For All are discussed. Further in-depth and comparative study is required.  相似文献   

The Python Project: A Unique Model for Extending Research Opportunities to Undergraduate Students     

Pamela A. Harvey  Christopher Wall  Stephen W. Luckey  Stephen Langer  Leslie A. Leinwand 《CBE life sciences education》2014,13(4):698-710

Undergraduate science education curricula are traditionally composed of didactic instruction with a small number of laboratory courses that provide introductory training in research techniques. Research on learning methodologies suggests this model is relatively ineffective, whereas participation in independent research projects promotes enhanced knowledge acquisition and improves retention of students in science. However, availability of faculty mentors and limited departmental budgets prevent the majority of students from participating in research. A need therefore exists for this important component in undergraduate education in both small and large university settings. A course was designed to provide students with the opportunity to engage in a research project in a classroom setting. Importantly, the course collaborates with a sponsor''s laboratory, producing a symbiotic relationship between the classroom and the laboratory and an evolving course curriculum. Students conduct a novel gene expression study, with their collective data being relevant to the ongoing research project in the sponsor''s lab. The success of this course was assessed based on the quality of the data produced by the students, student perception data, student learning gains, and on whether the course promoted interest in and preparation for careers in science. In this paper, we describe the strategies and outcomes of this course, which represents a model for efficiently providing research opportunities to undergraduates.  相似文献