Ask a silly question,get a silly answer: Designing effective questionnaires for needs assessment instruments     

Karen J. Thoms  Debra K. Kellerman 《Performance Improvement》1995,34(4):4-6

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Working together to evaluate training     

Debra D. Bragg 《Performance Improvement》1995,34(10):26-30

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Exploring the Perceptual Gap in Perceived Effects of Media Reports of Opinion Polls     

Pan  Zhongdang; Abisaid  Joseph L.; Paek  Hye-Jin; Sun  Ye; Houden  Debra 《Int. Journal of Public Opinion Research》2006,18(3):340-350

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Infusion of Multicultural Issues in Curricula: A Student Perspective     

Sharon K. Anderson  David MacPhee  Debra Govan 《Innovative Higher Education》2000,25(1):37-57

To explore perceptions of the impact of a multicultural infusion project, current and former university students described classroom incidents that had strengthened their understanding of multiculturalism. They discussed why these incidents increased their multicultural awareness and how their interactions with others were changed. Participants described 155 incidents. These were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness. Former students reported that addressing multicultural issues in courses had a long-term impact on knowledge, attitudes, and professional skills. However, such benefits were not specific to classes that had been targeted for curriculum revision.  相似文献   

An Introduction to Using Theory in Social Work Practice,by James A. Forte     

Debra Ruisard 《Journal of Teaching in Social Work》2017,37(4):416-417

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Student teacher challenges: using the cognitive load theory as an explanatory lens     

Daniel C. Moos  Debra Pitton 《Teaching Education》2014,25(2):127-141

Cognitive load theory (CLT) can explain the challenges faced by student teachers. This study, guided by the CLT, included 26 pre-service teachers. Participants completed a cognitive load self-report questionnaire and were interviewed at two points during their student teaching. Results revealed that student teachers decreased mental effort related to monitoring their students’ level of attention, meeting needs of diverse learners, and managing internal and external distractions. Qualitative analysis revealed: (1) student teachers became aware of limited cognitive resources; (2) lesson planning imposes cognitive load during student teaching; and (3) cognitive overload limits the ability to make modifications during teaching.  相似文献   

The “Hand-off” as a Flawed Approach to Disseminating Innovation: Lessons from Chemistry     

Debra L. Penberthy  Susan B. Millar 《Innovative Higher Education》2002,26(4):251-270

Drawing on studies of active learning methods in an undergraduate chemistry course at a research institution, we first present two case studies exploring the change processes and outcomes of the faculty member who designed the course and the one who adapted it. We then explore the nature of the problems experienced during the adaptation process. We conclude with recommendations for successfully diffusing innovations: adapting faculty members should choose innovations that genuinely interest them and are aligned with their goals, should experiment with innovations in a gradual way, and should receive support throughout the process.  相似文献   

Information and Communication Technology and the Teacher of the Future. Carolyn Dowling and Kwok-Wing Lai     

Debra Dawson 《Education and Information Technologies》2004,9(4):405-408

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Our Language: (Re)Imagining Communities in Ukrainian Language Classrooms     

Debra A. Friedman 《Journal of Language, Identity & Education》2016,15(3):165-179

Drawing upon video recordings from two fifth-grade Ukrainian classrooms and interviews with children four years later, this paper examines these classrooms as sites for socializing learners into an imagined community of Ukrainian speakers, the extent to which children took up identities as members of this community, and the potential effect of this identification on willingness to learn and use Ukrainian. Microanalysis of classroom interaction illustrates how teachers drew upon prevailing discourses of language and nation in ways that both presupposed and sought to create children’s membership in an imagined national community whose core practices included affiliation with Ukrainian as “our language.” However, interview data reveal that while children readily aligned with this imagined community and voiced its language ideologies, they positioned themselves as peripheral members or alternatively reimagined an alternative, multilingual Ukrainian community.  相似文献   

‘Trying to decide … what sort of teacher I wanted to be’: mentoring as a dialogic practice     

Debra Talbot  Jane Denny  Sarah Henderson 《Teaching Education》2018,29(1):47-60

Mentoring of pre-service teachers in school contexts is acknowledged as an important part of initial teacher education. However, finding sufficient school-based professional experience placements for pre-service teachers, ensuring the quality of the learning experiences provided by such placements, and gaining a clear understanding of what teachers actually learn during placements continue to be of concern to all involved in this component of teacher education. In this paper, three interconnected perspectives are provided as a university-based teacher educator, a school-based teacher educator and a pre-service teacher learn together in a dialogic mentoring relationship. The work of Mikhail Bakhtin and Valentin Voloshinov is employed to theorise the nature of dialogic relationships and how such relationships differ from ‘having a conversation’.  相似文献