ect cornerstone     

Pat Miller  Addie Kinsinger 《TechTrends》2005,49(5):14-14

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Meeting reports     

Pat Chandler 《Health information and libraries journal》1985,2(3):133-134

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News     

Pat George  Malcolm McIllhagga 《Archives and Museum Informatics》1989,3(2):16-17

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Bar and Pie Charts: Ideas for the Classroom     

Pat Perks  Stephanie Prestage 《Teaching Statistics》2000,22(2):52-55

This article gives some ideas for the creation ofbar charts and pie charts, focusing onrepresentations of frequencies and proportions.  相似文献   

Time for curriculum reform: the case of mathematics     

Andrew Noyes  Geoff Wake  Pat Drake 《Curriculum Journal》2013,24(4):511-528

Mathematics education is rarely out of the policy spotlight in England. Over the last 10 years, considerable attention has been given to improving 14–19 mathematics curriculum pathways. In this paper we consider some of the challenges of enacting curriculum change by drawing upon evidence from our evaluation of the Mathematics Pathways Project (MPP). From 2004 to 2010 this project, which was directed by England's Qualifications and Curriculum Authority, aimed to improve the engagement, attainment and participation rates of 14- to 19-year-old learners of mathematics. Our particular focus is upon the temporal problems of piloting new curriculum and assessment and we draw on Lemke's discussion of timescales, heterochrony and the adiabatic principle to consider the interlocking and interference of various change processes.  相似文献   

Historical Study as Ethical and Political Action     

Pat J. Gehrke 《Quarterly Journal of Speech》2013,99(3):355-357

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DEVELOPING CURRICULA FOR GRANDPARENTS IN JAPAN     

Robert Strom  Shirley Strom  Pat Collinsworth  Saburo Sato  Katsuko Makino  Yasuyuki Sasaki 《Educational gerontology》2013,39(8):781-794

The purpose of this study was to determine how three generations view the contribution and needs of grandparents in Japan. A sample consisting of 239 grandparents, 266 parents, and 274 grandchildren from, urban and rural areas completed the Grandparent Strengths and Needs Inventory (Strom & Strom, 1993). Grandparents reported more satisfaction, success, and involvement in teaching than was observed by parents or grandchildren. Grandparents experienced greater difficulty as well as frustration and saw themselves as less informed about their role than was reported by younger people. Significant main effects were generation, grandchild gender, grandchild age, generations living together, frequency of grandchild care by the grandparent, and amount of time the generations spent together. Implications for building curricula and guidelines for program development are identified.  相似文献   

Focus on Music 2. Exploring the musicality of children and young people with retinopathy of prematurity – By Adam Ockelford and Christine Matawa     

Pat Lloyd 《British Journal of Special Education》2010,37(3):163-164

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Move over Rover! An essay/assay of the field of educational management in the UK     

Pat Thomson 《教育政策杂志》2013,28(6):717-732

UK educational administration scholars have undertaken a survey to redefine the field of knowledge in educational management and/or administration. In responding to the resulting corpus of work, I argue that that this is an exercise in ‘turf talk’. I draw on theorizations of the socio-spatialities of fields of knowledge to consider educational management and/or administration and its border scuffles with policy sociology and the exclusion of debates about knowledge and truth claims that characterize the ‘new humanities’. I suggest that the lack of regard accorded the situated empirical and practical knowledges of practitioners, and the invisibility in the analyses of the active role of head teacher professional associations in the current context, places the academy in an adversarial position vis-á-vis practitioners. As government moves to make research ‘more useful’, and positions academics as training providers and management consultants for head teachers, I propose that educational management and/or administration scholars must move over to share ground and dialogue with the emerging head teacher profession.  相似文献   

Toward Integration: From Quantitative Biology to Mathbio-Biomath?     

Pat Marsteller  Lisette de Pillis  Ann Findley  Karl Joplin  John Pelesko  Karen Nelson  Katerina Thompson  David Usher  Joseph Watkins 《CBE life sciences education》2010,9(3):165-171

In response to the call of BIO2010 for integrating quantitative skills into undergraduate biology education, 30 Howard Hughes Medical Institute (HHMI) Program Directors at the 2006 HHMI Program Directors Meeting established a consortium to investigate, implement, develop, and disseminate best practices resulting from the integration of math and biology. With the assistance of an HHMI-funded mini-grant, led by Karl Joplin of East Tennessee State University, and support in institutional HHMI grants at Emory and University of Delaware, these institutions held a series of summer institutes and workshops to document progress toward and address the challenges of implementing a more quantitative approach to undergraduate biology education. This report summarizes the results of the four summer institutes (2007–2010). The group developed four draft white papers, a wiki site, and a listserv. One major outcome of these meetings is this issue of CBE—Life Sciences Education, which resulted from proposals at our 2008 meeting and a January 2009 planning session. Many of the papers in this issue emerged from or were influenced by these meetings.  相似文献