Supporting Family Choice     

Mary M. Murray  Kimberly A. Christensen  Gardner T. Umbarger  Karin C. Rade  Kathryn Aldridge  Judith A. Niemeyer 《Early Childhood Education Journal》2007,35(2):111-117

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Casual Games and Casual Learning About Human Biological Systems     

C. Aaron Price  Katherine Gean  Claire G. Christensen  Elham Beheshti  Bryn Pernot  Gloria Segovia  Halcyon Person  Steven Beasley  Patricia Ward 《Journal of Science Education and Technology》2016,25(1):111-126

Casual games are everywhere. People play them throughout life to pass the time, to engage in social interactions, and to learn. However, their simplicity and use in distraction-heavy environments can attenuate their potential for learning. This experimental study explored the effects playing an online, casual game has on awareness of human biological systems. Two hundred and forty-two children were given pretests at a Museum and posttests at home after playing either a treatment or control game. Also, 41 children were interviewed to explore deeper meanings behind the test results. Results show modest improvement in scientific attitudes, ability to identify human biological systems and in the children’s ability to describe how those systems work together in real-world scenarios. Interviews reveal that children drew upon their prior school learning as they played the game. Also, on the surface they perceived the game as mainly entertainment but were easily able to discern learning outcomes when prompted. Implications for the design of casual games and how they can be used to enhance transfer of knowledge from the classroom to everyday life are discussed.  相似文献   

Celebration,reflection and challenge: The BAICE 20th anniversary     

Michael Crossley  Qing Gu  Angeline M. Barrett  Lalage Bown  Alison Buckler  Carly Christensen 《Compare》2018,48(5):801-820

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Biographical Sketch of Frederick G. Kilgour Librarian,Educator, Entrepreneur, 1914–2006     

Mara L. Thacker  Sarah Christensen  Eleanor Dickson 《图书馆管理杂志》2013,53(6):561-565

The article traces the career of Frederick G. Kilgour (1914–2006), who is widely recognized as one of the leading figures in 20^th-century librarianship. He founded the Ohio College Library Center (OCLC) and from 1967 to 1981 was its first president and chief executive officer, presiding over OCLC's rapid growth from an intrastate network to an international network. In 1971, under Kilgour's leadership, OCLC introduced an online shared cataloging system and an online union catalog (WorldCat) that is today the world's foremost bibliographic database. In 1978, he created the OCLC Office of Research, and in 1979, under his direction, OCLC launched its online interlibrary loan system. The author of 205 scholarly papers, Kilgour received numerous awards and honors over the course a career that took him from Harvard University Library, to the Office of Strategic Services in World War II, to Yale Medical Library, to OCLC, and finally, to the University of North Carolina at Chapel Hill, where he spent his final years on the faculty of the School of Information and Library Science as a Distinguished Research Professor.  相似文献   

The assessment interaction plan—A tool for driving performance improvement through analysis to application     

Brett Christensen  Jason Barr 《Performance Improvement》2009,48(6):30-38

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Student Teacher Attitudes to Sex Role Stereotyping: some Australian data     

David R. Massey  Carol A. Christensen 《Educational studies》1990,16(2):95-107

The sex role attitudes of 461 teacher education students were measured on a 32‐item questionnaire. Chi‐square analyses produced significant effects for gender on 22 of the items, showing that the females were more egalitarian than the males. However, most of the students adopted an egalitarian stance on many, though not all, of the items. Responses to some items (women getting drunk and swearing, corporal punishment, boys doing heavy chores, and boys dressing up and playing with dolls) suggest that some traditional stereotypes may be particularly resistant to change. The data also suggest that students may adopt egalitarian attitudes out of self‐interest rather than as a matter of principle, and are more accepting of general principles of gender equity than of specific practices designed to achieve it. Finally, although there is some evidence of ambivalence among the students, particularly the males, it is more accurate to characterise these students as definite in their gender attitudes.  相似文献   

Husé Torsten, Postlethwaite, Neville T., Burton R., Clark, and Neave, Guy. 1999. Education: The Complete Encyclopedia (CD-ROM).. Fundamentals of Oxford:Elsevier Science.     

Gayle Christensen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,5(9):644

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Hospital nurses’ information retrieval behaviours in relation to evidence based nursing: a literature review          下载免费PDF全文

Berit Elisabeth Alving  Janne Buck Christensen  Lars Thrysøe 《Health information and libraries journal》2018,35(1):3-23

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Matching three classifications of secondary students to differential levels of study guides.     

S V Horton  T C Lovitt  C C Christensen 《Journal of learning disabilities》1991,24(9):518-529

This study examined the effectiveness of matching three classifications of secondary students (17 with learning disabilities, 18 remedial, and 47 nondisabled) to differential levels of study guides. The students, 45 males and 37 females, were enrolled in science and social studies classes in middle school and high school. In one treatment, students were assigned multilevel study guides containing different levels of referential cues, with the guides implemented through three instructional groups: teacher-directed, dyadic, and independent. In another treatment, the same students were assigned single-level study guides that did not contain referential cues, with the guides implemented as an independent activity. An equivalent time samples design was arranged, with six multilevel and six single-level treatments randomly assigned in two-session blocks. The dependent measures consisted of two types of test items, factual and interpretive. The results of group analyses indicated that multilevel study guides were more effective than single-level study guides in all classes and overall on factual questions, with individual analyses verifying that the greatest benefit occurred for the teacher-directed students. On interpretive test items, the results of group analyses favored the multilevel study guides in high school social studies and overall, with individual analyses revealing few remarkable differences for students in any instructional group. A trend analysis revealed little practice effect over time in either treatment. Several methodological and clinical issues involved in matching heterogeneous students to differential levels of textbook instruction in secondary programs are discussed.  相似文献   

Practice and theory in teaching practice     

Ove Øllegaard Christensen 《欧洲师范教育杂志》1980,3(1):43-48

Christensen, O.Ø., “Practice and theory in teaching practice,” Revue ATEE Journal 3 (1980) 43‐48.

The thesis of this word for student teachers on their way to acquire school‐based experience is that there is no direct link between the theory of teacher education and the practice of the school. It is pointed out that, just like the school, teacher education has its own theory and practice. During teaching practice a synthesis is established between the theory‐practice relation of teacher education and that of the school. That is why it is extremely important that the teaching practice tutor should be able to: (a) give justification of his own practice when teaching children; and (b) to function as an adult educator who can argue for his own contribution towards widening the student teacher's growing perception of the teacher's role in society.  相似文献