Enacting reform‐based science materials: The range of teacher enactments in reform classrooms     

Rebecca M. Schneider  Joseph Krajcik  Phyllis Blumenfeld 《科学教学研究杂志》2005,42(3):283-312

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Where Have All the Midwives Gone?          下载免费PDF全文

Phyllis L. Brodsky 《The Journal of perinatal education》2008,17(4):48-51

In past centuries, only women attended women in childbirth. Birthing women were in control, choosing who should attend them and where and how to give birth. Men were usually excluded unless they were needed for their strength and their tools if labor was obstructed. Eventually, with the medicalization of childbirth, male physicians became involved, introducing new techniques that interfered with the normal birth process and competed with midwives. By the 19th century, midwives struggled to hold onto their profession and advance through education. Midwives survived in Europe, but in America, they were eventually usurped in the early 20th century when birth began taking place in hospitals and as medical science and technology advanced. Midwives eventually rose again as educated nurse-midwives. Technology and obstetric interventions in normal childbirth continue, in spite of lack of evidence of their efficacy. Midwives are again in jeopardy because of rising malpractice insurance costs, women''s trust in technology, and, most recently, renewed efforts by physicians to once again prevent midwives from practicing autonomously and outside the hospital environment in the United States.  相似文献   

The Politics of Principal Evaluation   总被引：1，自引：0，他引：1  

Stephen H. Davis  Phyllis A. Hensley 《Journal of Personnel Evaluation in Education》1999,13(4):383-403

This article examines the politics of principal evaluation through both an extensive review of the literature and in-depth interviews with principals and superintendents. The findings reveal that the format and processes used in principal evaluation often vary from one district to another and that principals and superintendents frequently hold different perspectives about the purposes and usefulness of evaluation. Most principals felt their evaluations were not useful and were unduly influenced by political forces beyond their control. Superintendents believed that evaluations were well developed and useful in assessing principal competence. Principals should take an active role in the development and implementation of evaluation processes, while superintendents need to clearly communicate evaluation processes, purposes, and sources of information.  相似文献   

Influence of Guided Cycles of Planning,Teaching, and Reflection on Prospective Elementary Teachers' Science Content Representations     

Carla Zembal‐Saul  Phyllis Blumenfeld  Joseph Krajcik 《科学教学研究杂志》2000,37(4):318-339

This study examined changes in the science content representations of two prospective elementary teachers during their first year in an experimental teacher preparation program. Qualitative case study design guided data collection, organization, and analysis. Multiple forms of data, including audiotaped interviews, written documents, and videotaped teaching episodes, were collected across two complete cycles of planning, teaching, and reflection. Data on prospective teachers' content representations were analyzed for their accuracy, sequencing, and connectedness, as well as their attention to the needs of learners. Improvements in content representations were noted within each component of the cycles and across semesters. These changes appear to be closely related to prospective teachers' developing understanding of learners. Findings suggest that opportunities to engage in cycles of instruction guided by structured considerations for content representation contributed to the noted improvements. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 318–339, 2000.  相似文献   

A high school follow-up of children who were nonpromoted or attended a junior first grade     

Jonathan Sandoval  Phyllis Fitzgerald 《Psychology in the schools》1985,22(2):164-170

The purpose of this study was to evaluate the long-term effects of repeating a grade or participating in a junior first-grade program. High school students (N = 137) answered a questionnaire concerning their experience with grade retention or a transitional year while in elementary school. In addition, we collected data on past academic performance from the students' school records. Groups of students were composed of former participants in the junior first program, students who had been retained in a grade, and matched controls. Attitudes towards nonpromotion and the junior first program were positive and, among all three groups, there were few important differences in opinion. In high school, however, measures of academic competence indicated there were performance differences between the groups. Participants in the junior first program were at par with peers, whereas grade repeaters made less progress in high school and had lower mathematics grades. The later in school the grade retention, the poorer the academic performance.  相似文献   

Exhibition Reviews     

Phyllis Rabineau 《Curator: The Museum Journal》1997,40(2):143-149

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“Reframing:” A tool for the school psychologist     

Phyllis Bowman  Miriam Goldberg 《Psychology in the schools》1983,20(2):210-214

Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.  相似文献   

CHARTING THE OUTCOMES OF AN INTERDISCIPLINARY SUMMER INSTITUTE ON GERONTOLOGY     

Eleanor J. Deveau  Phyllis Blumberg  Anju Joshi 《Educational gerontology》2013,39(7):707-723

The multiple and complex needs of the elderly require interdisciplinary collaboration among many different professionals to provide comprehensive care. As a result, educators must develop interdisciplinary programs and learning experiences that address educational needs and facilitate a better understanding of the various roles and expertise of providers from many fields. Using the framework of a program evaluation model, the Charting the Outcomes of Educational and Clinical Approaches model, this article addresses the outcomes and effects of an interdisciplinary approach to continuing gerontological education used by one summer institute on gerontology. Over its 12‐year history, this institute has attracted more than 2,600 participants from many professions and occupations. The interdisciplinary approach of the Summer Institute has been evident in its planning committees, the delivery of diversified programs by a variety of providers, the facilitation of informal networking among registrants, and the organization of group discussions that bring together professionals and learners from different disciplines to communicate and collaborate on mutual concerns regarding aging issues. One theme on case management, which addressed policy and practical issues related to service delivery for the elderly, was presented by representatives from academia, government, the nonprofit service sector, and consumers to an audience of providers from various fields including business, gerontology, health promotion, nursing, occupational therapy, psychology, recreation, social work, and sociology. Thesue cess of the interdisciplinary approach to gerontological education used by the institute has helped to establish McMaster University as a Canadian leader in this field of continuing education.  相似文献   

Adding Virtual Technology to the Curriculum ‐ a Fictional Example     

Richard Dietzel  Mary Bird  Ann Kohler  Phyllis Olmstead 《Educational Media International》2013,50(4):238-241

Abstract

Curriculum needs can be identified and curriculum developed using the instructional design process. The fictional scenario and instructional design components given in the article offer some guidance and ideas for those educators interested in incorporating virtual reality into the curriculum.  相似文献   

Benchmarking the Degree of Implementation of Learner-Centered Approaches     

Phyllis Blumberg  Laura Pontiggia 《Innovative Higher Education》2011,36(3):189-202

We describe an objective way to measure whether curricula, educational programs, and institutions are learner-centered. This technique for benchmarking learner-centeredness uses rubrics to measure courses on 29 components within Weimer’s five dimensions. We converted the scores on the rubrics to four-point indices and constructed histograms that indicate how learner-centered courses are and which specific learner-centered components are used. We applied this benchmarking technique to a curriculum sample to illustrate how the data can be used and interpreted. These analyses form a snapshot of teaching that can be used in accreditation self-studies and for faculty development.  相似文献