Frank Parsons: Promoter of a progressive Era     

Gale A. Watts 《Journal of Career Development》1994,20(4):265-286

Conclusion There is much that cannot be known about Parsons but his life remains both understandable and exemplary to today's students of career development. It is relevant to recall history and to seek explanations regarding the origins of career counseling by considering Parsons as a man in his time. He was a forward thinker and a promoter of the Progressive years. Many of the issues he was concerned with, such as the eight-hour day, profit sharing, the role of education in preparing the citizen for society, urban planning, and ownership of public utilities remain current concerns. His devotion to principle and total dedication to public betterment are qualities which, as Zytowski stated in 1985, remain needed in leaders for our times.  相似文献   

Expansion and equity in Australian higher education: three propositions for new relations     

Trevor Gale 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):669-685

This article outlines three broad propositions for student equity in Australian higher education (HE), arising from the Australian Government's recent policy announcement to expand and widen student participation. The first is that a new relationship between student demand for places and their supply is on the horizon, unlike any other in Australia's history. Specifically, demand will struggle to match the intended supply. Given these new arrangements between government, institution and applicant, the article's second proposition is that governments and universities will need to develop a new regard for the people they seek to attract. And, following on from this, they will need to pay more attention to the nature of HE and its appeal to people who traditionally have not been all that interested. Informing this account are an examination of statistical data, analysis of university outreach programs, and a comparison of current principles of effective teaching in HE. The article concludes that advancing student equity in the current context will require new relations between institutions and students, which include a more sophisticated appreciation for the diversity of students and their communities, and for what they potentially contribute to HE.  相似文献   

Erika Love (1925–2020)     

Gale G. Hannigan  Ana D. Cleveland  Jonathan D. Eldredge 《Journal of the Medical Library Association》2021,109(3):514

Erika Love, MLA president and early advocate for research in libraries, died October 8, 2020. Erika held many leadership positions in the profession and received several MLA awards recognizing her contributions. She has been called “the midwife” of MLA''s early research initiatives [1].

Erika Love, Medical Library Association (MLA) president and early advocate for research in libraries, died October 8, 2020, at the age of 95. Born in Germany, Erika grew up in an educated and culturally rich environment. Her family did not support the National Socialism regime and suffered political persecution and economic hardship. After World War II, she matriculated at the University of Heidelberg. She worked as a library assistant at Amerika Haus in Darmstadt, a postwar organization fostering cultural interchange. In 1948, Erika married Victor Lamar Love; they moved to Indiana, his home state [2].  相似文献   

Policy Trajectories: treading the discursive path of policy analysis     

Trevor Gale 《Discourse: Studies in the Cultural Politics of Education》1999,20(3):393-407

  相似文献   

AN EMERGING FIELD OF STUDY     

Gale W. Rose 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):303-312

If we can trust to the lessons of the history of the human mind, of the history of habits of life, development does not take place chiefly by imperceptible changes but by revolutions. -Charles Sanders Peirce With the death of Martin Burnham, the hostage held by Muslim kidnappers in Mindanao, the southern island of the Philippines, one would expect more than 1,200 American troops (including 160 Special Forces, plus FBI and CIA personnel) training Filipinos for that rescue mission to be heading for home. No dice. Despite the most tenuous links with al-Qaeda, the Abu Sayyaf bandit group of less than a hundred men has been elevated to incredible prominence by the U.S. media.  相似文献   

Size and shape based chromosome separation in the inertial focusing device     

Haidong Feng  Matthew Hockin  Mario Capecchi  Bruce Gale  Himanshu Sant 《Biomicrofluidics》2020,14(6)

In this paper, we use a spiral channel inertial focusing device for isolation and purification of chromosomes, which are highly asymmetric. The method developed is proposed as a sample preparation process for transchromosomic research. The proposed microfluidics-based chromosome separation approach enables rapid, label-free isolation of bioactive chromosomes and is compatible with chromosome buffer. As part of this work, particle force analysis during the separation process is performed utilizing mathematic models to estimate the expected behavior of chromosomes in the channel and the model validated with experiments employing fluorescent beads. The chromosome sample is further divided into subtypes utilizing fluorescent activated cell sorting , including small condensed chromosomes, single chromosomes, and groups of two chromosomes (four sister chromatids). The separation of chromosome subtypes is realized based on their shape differences in the spiral channel device under high flow rate conditions. When chromosomes become aligned in the shear flow, the balance between the inertial focusing force and the Dean flow drag force is determined by the chromosome projection area and aspect ratio, or shape difference, leading to different focusing locations in the channel. The achieved results indicate a new separation regime in inertial microfluidics that can be used for the separation of non-spherical particles based on particle aspect ratios, which could potentially be applied in fields such as bacteria subtype separation and chromosome karyotyping.  相似文献   

Role of Epistemic Beliefs and Scientific Argumentation in Science Learning     

E. Michael Nussbaum  Gale M. Sinatra  Anne Poliquin 《International Journal of Science Education》2013,35(15):1977-1999

We hypothesized that instruction in the criteria of scientific arguments, in combination with constructivist epistemic beliefs, would produce greater learning about physics concepts. The study was a randomized experiment, where college undergraduates (n = 88) discussed, in pairs over the Web, several physics problems related to gravity and air resistance. Prior to their discussions, one‐half of the dyads received information on the nature of scientific arguments. All students were classified epistemologically as relativists, multiplists, or evaluativists. We found that students in the treatment group incorporated more scientific criteria into their discussion notes and accordingly developed better arguments on several dimensions. In addition, significantly more participants in the treatment group adopted the correct answer to one of the problems. Outcomes also differed in relation to students’ epistemic beliefs. Specifically, multiplists were less critical of inconsistencies and misconceptions, and interacted with their partners less than other belief groups, whereas evaluativists interacted more critically, bringing up different ideas from their partners. Evaluativists also solved one of the physics problems more accurately and tended to demonstrate a reduction in misconceptions. We discuss the results in light of instruction in scientific argumentation, conceptual development and change, and epistemic beliefs.  相似文献   

Emotions about Teaching about Human-Induced Climate Change     

Doug Lombardi  Gale M. Sinatra 《International Journal of Science Education》2013,35(1):167-191

Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships among preservice elementary and in-service secondary science teachers' emotions about and plausibility perceptions of climate change, background knowledge of weather and climate distinctions (a principle related to understanding climate change), and dispositions toward knowledge. Teachers' topic emotions (anger and hopelessness) were significant predictors of plausibility perceptions, with more anger associated with lesser plausibility and greater hopelessness associated with higher plausibility. Decisiveness—an urgent desire to reach closure—was also significantly related to plausibility perceptions with greater decisiveness associated with reduced plausibility perceptions. In-service secondary teachers who do not currently teach about climate change exhibited greater anger and decisiveness than preservice elementary teachers and in-service secondary teachers who do teach about climate change. Implications for climate literacy education are discussed.  相似文献   

“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification     

Suzanne H. Broughton  Gale M. Sinatra  E. Michael Nussbaum 《Research in Science Education》2013,43(2):529-550

Learning about certain scientific topics has potential to spark strong emotions among students. We investigated whether emotions predicted students’ attitudes after engaging in independent rereading and/or rereading plus discussion about Pluto’s reclassification. Fifth and sixth grade students read a refutation text on Pluto’s reclassification. Participants were randomly assigned to either the reread independently or the reread plus discussion group. Results showed that students in both groups experienced attitude change and that change was sustained over time. Students reported experiencing more negative than positive emotions at pretest. Emotions, which became more positive after intervention, were predictive of students’ attitudes and attitude change. Implications for the role of emotions when learning about controversial topics are discussed.  相似文献   

Educating for Futures in Marginalized Regions: A sociological framework for rethinking and researching aspirations   总被引：1，自引：0，他引：1  

Lew Zipin  Sam Sellar  Marie Brennan  Trevor Gale 《Educational Philosophy and Theory》2013,45(3):227-246

  相似文献