Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations,While on a Zoo Field Trip,Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips     

Patricia Patrick  Cathy Mathews  Sue Dale Tunnicliffe 《International Journal of Science Education》2013,35(15):2645-2669

This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.  相似文献   

A new approach to vocational guidance for school-leavers in the 1920s? Exploring key themes from an influential 1926 report     

Pamela Dale 《History of education》2013,42(5):595-615

The economic difficulties currently being experienced in the United Kingdom have served to further intensify debates about the role different kinds of education could and should play in both preparing individuals for work and boosting economic growth. However, these contemporary and historical debates have tended to neglect vocational guidance. This article offers a case study of an experiment to boost vocational guidance in schools during the period of social and economic dislocations that followed the First World War. The scheme drew on the thinking of influential figures like Cyril Burt, and at a theoretical and practical level sought to better connect the classroom with the workplace. Its stated aim was to better prepare children for employment and encourage school-leavers to find work that suited them.  相似文献   

Co‐education‐‐II: AN ANALYSIS OF RESEARCH ON COMPARATIVE ATTAINMENT IN MATHEMATICS IN SINGLE‐SEX AND COEDUCATIONAL MAINTAINED GRAMMAR SCHOOLS     

R. R. Dale 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):10-15

The Schools Council's evaluation of i.t.a. (Warburton and Southgate, 1969) did not seek to ascertain the attitudes towards i.t.a. of teachers using craditional orthography (t.o.) other than those involved in the British i.t.a. experiments in teaching control groups. This smaller‐scale research aimed to investigate the attitudes of t.o. users as well as i.t.a. users in the Berkshire College school practice catchment area.

The attitude measures distinguished clearly between users and potential users of i.t.a. and t.o. users.

No significant differences in attitude relating to the age of children taught, the age and service of the teacher or the position held in school were found for the t.o. sample, nor, contrary to some of the Schools Council findings, for the i.t.a. users. The sole exception was that older t.o.‐using teachers showed more feelings against i.t.a. than younger teachers.

About 10 per cent of t.o. users indicated that they were potential users of i.t.a., whilst 13 per cent of i.t.a. users rejected i.t.a. in a future situation. There was little demand for i.t.a. courses; only 3‐57 per cent of the t.o. users wished for these.  相似文献   

Where is the value in Level 1 surveys?     

Dale R. Munson 《Performance Improvement》2007,46(8):5-7

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GLOBALIZATION AND EDUCATION: DEMONSTRATING A “COMMON WORLD EDUCATIONAL CULTURE” OR LOCATING A “GLOBALLY STRUCTURED EDUCATIONAL AGENDA”?   总被引：1，自引：0，他引：1  

Roger Dale 《Educational theory》2000,50(4):427-448

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On being handicapped in the workplace     

Dale S. O'Reilley 《Performance Improvement》1993,32(9):31-32

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Performance-based instruction-part 2: Converting to performance-based instruction     

Dale M. Brethower  Karolyn A. Smalley 《Performance Improvement》1992,31(4):27-32

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Specifying a Human Performance Technology Knowledgebase     

Dale M. Brethower 《Performance Improvement Quarterly》1995,8(2):17-39

The mission of human performance technologists, to assure high levels of human performance in organizations, is well established, and usually accomplished through design and implementation of two major products: performance systems and instructional systems. The speed of change in the environments in which HPT is practiced, however, requires frequent analysis of what knowledge and skills are required of HP technologists in pursuit of this goal. This article works backward from results and the products that obtained them, to identify the knowledge, skills, and attitudes that form the critical human performance technology knowledgebase. The author uses an example from our “universal” neighborhood to illustrate seven basic categories of variables influencing organizational performance, and provides examples and non examples of five essential principles of psychology that can help guide HPT practitioners' efforts to design and implement effective systems.  相似文献   

Appraisal models of intercultural communication apprehension among sojourners     

Rong Ma  Dale Hample 《Journal of International and Intercultural Communication》2018,11(3):192-215

We used R. S. Lazarus’ (Emotion and Adaptation. Oxford: Oxford University Press, 1991) appraisal theory of emotions to propose a theoretical model of anxiety, upon which we built two empirical models centering on intercultural communication apprehension (ICA), distinguished by timing. We tested the models in three samples: Chinese in the US (N?=?268), US Americans who studied abroad (N?=?419), and US Americans in the US (N?=?515). The models achieved good fit. The results showed that during an anticipated or actual intercultural interaction, people had multiple, potentially conflicting goals. The goal-related appraisals of the situation resulted in emotional reactions, such as ICA, as well as coping strategies. ICA and coping further influenced people’s immediacy behaviors and the intention to interact. Our empirical models supported the utility of the theoretical framework for all three samples, and provided advice for practitioners to improve sojourners’ time abroad.  相似文献   

Ethics in sport     

Dale Murray 《体育哲学杂志》2019,46(2):296-300

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