Heligoland. Britain,Germany and the Struggle for the North Sea     

Frank Lorenz Müller 《Cultural and Social History》2018,15(2):288-299

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An Eco-cognitive Model of Abductive Reasoning     

Yu  Shiyang  Zenker  Frank 《Science & Education》2021,30(3):779-782

Science & Education -  相似文献   

Decolonizing the Westernized University: Interventions in philosophy of education from within and without     

Frank G. Karioris 《British Journal of Educational Studies》2018,66(3):412-413

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Using Open-Source Videos to Flip a First-Year College Physics Class     

Robinson  Frank J.  Reeves  Philip M.  Caines  Helen Louise  De Grandi  Claudia 《Journal of Science Education and Technology》2020,29(2):283-293

Journal of Science Education and Technology - Flipped classrooms provide students the opportunity to collaboratively solve challenging problems in class with help and scaffolding available from...  相似文献   

Can neuroscience change our minds     

Frank Pearson 《Educational Psychology in Practice》2017,33(3):334-335

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Reading Multimodal Texts: Perceptual,Structural and Ideological Perspectives   总被引：1，自引：0，他引：1  

Frank Serafini 《Children‘s Literature in Education》2010,41(2):85-104

This article presents a tripartite framework for analyzing multimodal texts. The three analytical perspectives presented include: (1) perceptual, (2) structural, and (3) ideological analytical processes. Using Anthony Browne’s picturebook Piggybook as an example, assertions are made regarding what each analytical perspective brings to the interpretation of multimodal texts and how these perspectives expand readers’ interpretive repertoires. Drawing on diverse fields of inquiry, including semiotics, art theory, visual grammar, communication studies, media literacy, visual literacy and literary theory, the article suggests an expansion of the strategies and analytical perspectives readers being to multimodal texts and visual images. Each perspective is presented as necessary but insufficient in and of itself to provide the necessary foundation for comprehending texts. It is through an expansion of the interpretive strategies and perspectives that readers bring to a multimodal text, focusing on visual, textual, and design elements that readers will become more proficient in their interpretive processes.  相似文献   

Uncovering contents of mentor teachers' interactive cognitions during mentoring dialogues     

Paul Hennissen  Frank Crasborn  Niels Brouwer  Fred Korthagen  Theo Bergen 《Teaching and Teacher Education》2010

In the context of developing mentor teachers' use of supervisory skills, two consecutive studies were conducted, using stimulated recall. Firstly, with eight participants, an instrument was developed to categorize contents of interactive cognitions. Secondly, with 30 participants, the instrument was applied to uncover contents of mentor teachers' interactive cognitions, before and after training in supervisory skills. After training, mentor teachers demonstrate an increased awareness of their use of supervisory skills. This indicates that mentor teachers not only seem to emphasize pupil learning and needs when conducting a mentoring dialogue, but simultaneously focus on their own supervisory behaviour.  相似文献   

Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science     

Jason A. Chen  Frank Pajares 《Contemporary educational psychology》2010

We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science.  相似文献   

Rolling out ‘good’, ‘best’ and ‘excellent’ practice. What next? Perfect practice?     

Frank Coffield  Sheila Edward 《British Educational Research Journal》2009,35(3):371-390

The identification and dissemination of ‘good practice’ has for years been a central part of the Government's strategy for radical change of the education system. ‘Good practice’, however, is no longer good enough, nor is ‘best practice’. The requirement now for post‐compulsory education and training (from which all our examples are taken) is nothing less than ‘excellent practice for all’. This article critically examines these highly significant shifts in the rhetoric of policy, finds them wanting and argues that we need to face up to the complexities involved in deciding not only what is ‘excellent practice’ but also in working through all the stages which would be needed to transmit it throughout the sector. In particular, recent documents from the Quality Improvement Agency and the Learning and Skills Council on the pursuit of excellence are critically appraised. The views of those practitioners who are part of the authors' project in the Economic and Social Research Council's Teaching and Learning Research Programme are also explained in relation to ‘good practice’. The authors attempt to explain the frenetic activity of politicians and policy makers in this sector, and end by moving from critique to construction by considering what can be rescued from the inherently contestable notion of ‘good practice’, and, in doing so, draw heavily on the work of Robin Alexander.  相似文献   

Successful Programs for Undergraduate Women in Science and Engineering: Adapting versus Adopting the Institutional Environment     

Mary Frank Fox  Gerhard Sonnert  Irina Nikiforova 《Research in higher education》2009,50(4):333-353

This article focuses upon programs for undergraduate women in science and engineering, which are a strategic research site in the study of gender, science, and higher education. The design involves both quantitative and qualitative approaches, linking theory, method, questions, and analyses in ways not undertaken previously. Using a comprehensive, quantitative, cross-institutional, and longitudinal method, two extreme groups of programs are distinguished: those associated with the “most successful” and “least successful” outcomes in undergraduate degrees awarded to women in science and engineering. Qualitative analyses of interview data with key players in the programs in these two groups point to ways in which definitions of issues, problems, and solutions diverge (as well as converge), and thus to conceptual underpinnings that have important real-life consequences in these organizational settings of higher education. The programs that regard issues, problems, and solutions of women in science and engineering as rooted in “institutional/structural-centered,” as opposed to “individual/student-centered,” perspectives are associated with the most positive outcomes in undergraduate degrees awarded to women in science and engineering.

Mary Frank FoxEmail:

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