The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science     

Valarie L. Akerson  Deborah L. Hanson  Theresa A. Cullen 《Journal of Science Teacher Education》2007,18(5):751-772

This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers’ views of nature of science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute Implications for providing professional development combining inquiry and NOS instruction are made.  相似文献   

Prevention and treatment of posttraumatic stress disorder in the school setting     

Theresa Kruczek  Jill Salsman 《Psychology in the schools》2006,43(4):461-470

Trauma has the potential to undermine both the educational and personal achievement of students. This article will provide a review and an integration of theoretical and empirical literature on the prevention and treatment of stress disorders, particularly posttraumatic stress disorder (PTSD) in children and teens. An initial review of the biopsychosocial factors related to the development of stress disorders is followed by a comprehensive model of preventive intervention. Recommendations for best practices to prevent and treat PTSD in the school setting are guided by existing treatment‐outcome literature. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 461–470, 2006.  相似文献   

Helping Military Families Who Have a Child with a Disability Cope with Stress     

Theresa J. Russo  Moira A. Fallon 《Early Childhood Education Journal》2001,29(1):3-8

This exploratory study investigates perceived levels of family stress for military families who have a young child with a disability. Two primary areas of study were the sources and levels of stress, and the benefits of resources designed to help families cope. Results of the study indicate an increased level of stress for families when the demands of military life were coupled with the demands of caring for a young child with a disability. Events such as separation from family members, relocation, deployment, and personal safety and health issues emerged as concerns of the military personnel. The importance of coordinating services for these families is discussed.  相似文献   

University Governance in Canadian Higher Education     

Jones  Glen A.  Shanahan  Theresa  Goyan  Paul 《Tertiary Education and Management》2001,7(2):135-148

In this paper we review the major historical developments in the evolution of Canadian university governance arrangements and synthesise data from two important national studies in order to provide an overview of university governance in Canadian higher education. We provide an analysis of university governance structures and arrangements, and conclude by reviewing a number of important contemporary issues. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Characterizing the importance of clarity of roles and responsibilities in government inter-organizational collaboration and information sharing initiatives     

J. Ramon Gil-Garcia  Ahmet Guler  Theresa A. Pardo  G. Brian Burke 《Government Information Quarterly》2019,36(4):101393

Previous research has shown that clarity of roles and responsibilities (CRR) influences the performance of individual organizations as well as inter-organizational efforts. In the context of cross-boundary information sharing (CBIS), CRR has been found to enable other important determinants of success, such as building trust among members, increasing their willingness to participate, and mitigating some of their concerns about security, among others. However, few studies have attempted to understand the determinants of CRR in government CBIS initiatives. Sayogo, Gil-Garcia, and Cronemberger's (2016) analysis of results of a national survey identified three significant determinants of CRR in CBIS, (1) the extent participants use boundary objects, (2) participant skills in terms of collaboration, coordination, and communication, and (3) the diversity of the participating organizations and their goals. Seeking to expand on their findings in terms of new understanding about the influence of significant determinants of CRR in CBIS, this study draws on findings from eight U.S. state and local government public health and criminal justice CBIS cases. This study contributes to existing knowledge about CBIS in the public sector by characterizing the determinants and providing new understanding of the nature of the influence of the determinants of CRR on CBIS. In particular, it shows how the extent of boundary object use, collaboration, and the diversity of participants affect CBIS initiatives in different contexts. In practical terms, creating new understanding of the determinants of CRR has value for public managers and their leadership as they must increasingly collaborate and share information across the boundaries of organizations in the process solving increasingly complex public problems.  相似文献   

Reggio Emilia,Maria Montessori,and John Dewey: Dispelling Teachers’ Misconceptions and Understanding Theoretical Foundations     

Arleen Theresa Dodd-Nufrio 《Early Childhood Education Journal》2011,39(4):235-237

During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However, as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely, the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’ understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their personal teaching philosophy and understanding of best practices in the field.  相似文献   

What chemists (or chemistry students) need to know about computing     

Mary L. Swift  Theresa Julia Zielinski 《Journal of Science Education and Technology》1995,4(2):171-179

During the on-line conference, Applications of Technology in Teaching Chemistry, June 14-August 20, 1993, the topic What Chemists (or Chemistry Students) Need to Know About Computing generated considerable discussion. In this paper some of the key points of the discussion are collected and integrated with information from the literature. The key points developed here include: the computer as a tool for learning study, research, and communication; hardware, software, computing concepts and other teaching concerns; and the appropriate place for chemistry computer usage instruction. Some suggestions for access, implementation, and extent of implementation of useful skills for the chemist and chemistry student are given in the paper. The papers, graphics, discussion streams, and related materials from the on-line conference have been archived. Information on retrieving these documents and the documents themselves can be obtained through anonymous ftp: inform.umd.edu, Path: /Educational Resources/Faculty Resources and Support/Chemistry Conference (CHEMCONF).  相似文献   

Agent-based modeling of knowledge dynamics     

Mark E?NissenEmail author  Raymond E?Levitt 《知识管理研究与实践》2004,2(3):169-183

Knowledge is distributed unevenly through most enterprises. Hence, flows of knowledge (e.g., across time, people, locations, organizations) are critical to organizational efficacy and performance under a knowledge-based view of the firm. However, supported principally by narrative textual theory in the emerging knowledge management (KM) field, the researcher has difficulty describing how different kinds of knowledge will flow through various parts of an organization. This causes difficulty also for predicting the effects of alternate approaches to dispersing knowledge that ‘clumps’ in various areas. This problem is also manifest for the KM professional, who lacks clear theory or tools to anticipate how any particular information technology or other managerial intervention may enhance or impede specific knowledge flows in the enterprise. In this expository article, we build upon a steady stream of research in computational organization theory to develop agent-based models of knowledge dynamics. This work draws from emerging theory for multidimensional representation of the knowledge-flow phenomenon, which enables the dynamics of enterprise knowledge flows to be formalized and emulated through computational models. This approach provides the means for knowledge-flow processes to be visualized and analyzed in new ways. Computational experimentation enables the performance of many alternate process designs and technological interventions to be compared through examination of dynamic models, before committing to a specific approach in practice. We illustrate this research method and modeling environment through semi-formal representation and agent-based emulation of several knowledge-flow processes from the domain of software development. We also outline key directions for the new kinds of KM research and practice elucidated by this work.  相似文献   

When Children Are Water: Representation of Central American Migrant Children in Public Discourse and Implications for Educators     

Theresa Catalano 《Journal of Latinos & Education》2017,16(2):124-142

Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present article aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students.  相似文献   

Practicum Learnings for Counseling and Art Therapy Students: the Shared and the Particular     

Theresa Van Lith  Lorelei Voronin 《International journal for the advancement of counseling》2016,38(3):177-193

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students’ development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from a pragmatic inquiry, where seven on-site supervisors were interviewed about their experiences supervising counseling and art therapy practicum students. By using qualitative analysis, the authors were able to elicit themes that demonstrated important qualities for all counseling and therapy students during this learning stage, as well as for art therapy students in particular.  相似文献