Case study of an innovation requiring teachers to change roles     

Barbara S. Spector 《科学教学研究杂志》1984,21(6):563-574

An exploratory study which focused on teachers responses to the demand for role change brought about by the implementation of a new course is reported. Two procedures used to gather data were participant observation and open-ended interviews. Role theory, symbolic interaction, and schools as organizations were used as the frameworks for data analysis in this discursive qualitative study. The data reported describe the teachers' perceptions of factors influencing their willingness to change behaviors in order to comply with the role demands of the innovation. Hypotheses grounded in the data were generated and tied together into a theory which is illustrated by a structural model. The model shows interrelationships of factors influencing the teachers to change roles at the time of initiation of the new course through the ultimate incorporation of the innovation.  相似文献   

Sexuality, gender and schooling: shifting agendas in social learning: Mary Jane Kehily: Routledge/Falmer, London and New York, ISBN 0-415-28047-8. pp 214, Cost not given     

Barbara M. Walker 《International Journal of Educational Development》2003,23(6):679-680

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Educational epistemologies and methods in a more-than-human world     

Helena Pedersen  Barbara Pini 《Educational Philosophy and Theory》2017,49(11):1051-1054

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Systems thinking: An experimental course for college freshmen     

Richard M. Felder  Barbara A. Soloman 《Innovative Higher Education》1988,12(2):57-68

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.  相似文献   

Potential for knowledge in action? An analysis of Korean green energy related K3–12 curriculum and texts     

Douglas R. Gress  Jungyeop Shin 《Environmental Education Research》2017,23(6):874-885

While understanding green energy development and what drives it are important, there is increasing consensus that sustainability transitions concerning usage need to be viewed in terms of the place specific contexts, including education, that critically mold them. In order to support sustainability transitions, information and knowledge building are not enough; knowledge must be turned into action. This research examines the potential efficacy of Korea’s efforts in this regard via an analysis of K3–K12 geography education curriculum and texts vis-à-vis green energy content. There is scant disconnect between the curriculum and the texts analyzed, and, aside from the small shortcomings unearthed, analyses suggest that Korea is cogent of the ability of geography education and education for sustainable development to turn knowledge into action, thereby empowering civil society to drive its green energy transitions going forward.  相似文献   

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades     

Robert H. Bradley  Barbara Gilkey 《Early education and development》2002,13(3):301-312

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.  相似文献   

Samples of stimuli,responses, and reinforcers: Effect of incongruent sample type,serial position,and mode of presentation     

Douglas S. Grant 《Learning & behavior》1982,10(1):7-14

In two matching-to-sample experiments, pigeons’ performance with samples of stimuli (red and green), number of responses (1 and 20), and reinforcers (food and no food) was assessed. Samples of red, 20 responses, and food were associated with the red comparison stimulus, and samples of green, 1 response, and no food were associated with the green comparison stimulus. On interference trials, three sample types were presented on each trial, and two of the samples (congruent) were associated with the correct comparison and the third sample (incongruent), with the incorrect comparison. Performance on interference trials was compared with that on control trials in which either two (Experiment 1) or three (Experiment 2) congruent samples were presented. It was found that presentation of an incongruent sample reduced matching accuracy markedly, and about equally, whether samples were presented successively or in compound. Although the type of sample that was incongruent was without effect, matching accuracy declined strongly as the recency of the incongruent sample increased. Serial position of the incongruent sample also influenced the shape of the retention function on interference trials. Presentation of the incongruent sample either first or second resulted in accuracy decreasing across the retention interval, whereas presentation of the incongruent sample last in the input sequence resulted in increasing accuracy across the retention interval. The theoretical implications of the findings are considered.  相似文献   

Awards program for outstanding achievements in instructional development     

Barbara A. Metelsky 《Educational technology research and development : ETR & D》1988,36(2):92-92

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Teacher Evaluation, Leadership and Learning Organizations   总被引：1，自引：0，他引：1  

Douglas R. Davis  Chad D. Ellett  Joyce Annunziata 《Journal of Personnel Evaluation in Education》2002,16(4):287-301

This article presents the argument that meaningful teacher evaluation in schools can be an important catalyst for organizational learning and school improvement when it is linked to broader conceptions of leadership in schools. A state-of-the-art teacher evaluation, assessment and professional growth system is described and the manner in which this system is linked to leadership density, organizational learning, and school improvement is detailed. Findings from two contrasting case studies of schools implementing this new system are presented and implications of the findings for linking teacher evaluation systems, newer conceptions of school leadership, and school improvement are described.  相似文献   

A rubric for comparing dissimilar text materials     

Barbara J. Michels 《TechTrends》2004,49(1):69-70

Conclusion As you can see, this is a rather holistic view. These categories may have to be expanded depending on the particular needs of your task. However, it seemed to be efficient. This process may also be applicable to other situations such as student papers. This was my attempt to compare texts with a minimal amount of bias. I welcome input of others in an effort to expand and refine this rubric.  相似文献