Developing curriculum for canadian schools: What we learned from the atlantic salmon     

Gary J. Anderson  Ann E. Brimer  Muriel Cooper 《Interchange》1977,8(4):16-31

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Empowering Science Teachers: A Model for Professional Development     

Ann C. Howe  Harriett S. Stubbs 《Journal of Science Teacher Education》1997,8(3):167-182

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Group What—Counselor Educators?     

Robert W. Graff  Jo Ann Belluci 《Counselor Education & Supervision》1971,10(3):291-292

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Career education and career guidance: Strategies for implementing career development     

Rebecca Dedmond  Lynne Hufziger 《Journal of Career Development》1989,15(4):257-264

Dedmond is Supervisor, Career Education and Career Guidance, Virginia Department of Education.  相似文献   

网络时代的课程，学与教   总被引：4，自引：0，他引：4  

AnnFloyd  邢占军 《开放教育研究》2001,(3):30-34

网上的学与教是全球关注的一个教育热点，这种关注大致体现在：（1）课程本身的问题，即我们将要教什么？（2）学习自身的性质。（2）学习以及他们所需要的学习环境，（4）对教育提供的影响。（5）不同的国家为规范远程学习和网上学习所采取的的不同方式。（6）我们一旦选择这种方式所存在的大量的合作机会，其中也存在同样多的健康或不健康的竞争，（7）与那些在网络时代所提供机遇面前落伍的人们有关的。  相似文献   

Engaging Students in Reading: Implications for Research and Practice     

K. Ann Renninger  Suzanne E. Wade 《Educational Psychology Review》2001,13(3):187-190

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The Effect of Relationship on Children's Distributive Justice Reasoning     

Ann V. McGillicuddy-De Lisi  Cynthia Watkins  rew J. Vinchur 《Child development》1994,65(6):1694-1700

Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgements suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.  相似文献   

Sustaining and retaining beginning special educators: It takes a village     

Rebecca Swanson Gehrke  Kathleen McCoy 《Teaching and Teacher Education》2007

The need to support and retain beginning teachers has become critical given: (1) the shortage of teachers in certain disciplines, and (2) the current emphasis on teacher qualifications and student achievement. In this study, five first year special education teachers in the southwestern section of the United States provided information on the persons and activities that supplied them with much needed and valued support. The results indicate that having a strong network of support and a variety of resources positively influenced these teachers’ ability to focus on student learning and on their intent to remain in their positions.  相似文献   

The influence of public self-consciousness and self-monitoring on participation in an effective presentation program     

Ann Marie Fiore Ph.D.  Marilyn Revell DeLong Ph.D. 《Journal of Career Development》1993,20(2):161-168

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Transforming engagement: a case study of building intrinsic motivation in a child with autism          下载免费PDF全文

Jackie Dearden  Anne Emerson  Tom Lewis  Rebecca Papp 《British Journal of Special Education》2017,44(1):8-25

This longitudinal case study of a 10‐year‐old girl with autism and severe communication impairment measures the impact of the MORE (Means, Opportunities, Reasons and Expectations) approach to enhancing engagement and communication. Through detailed observation of video data over a period of 28 months, engagement behaviours including interaction with adults and following adult directions increased, while resistant behaviours such as kicking, hitting and pushing adults away decreased. Fluctuation between different ‘states’ demonstrated that the frequency and duration of engagement was influenced by the MORE approach and an emphasis on developing intrinsic motivation. In order to enable further efficacy research, core features of the intervention and the changes in engagement over time are described.  相似文献