Demonstrating online teaching in the disciplines. A systematic approach to activity design for online synchronous tuition     

Janet Macdonald  Anne Campbell 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):883-891

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I’d rather they did Experiments with us…. Than just Talking: Irish Children’s Views of Primary School Science     

Clíona Murphy  Janet Varley  órlaith Veale 《Research in Science Education》2012,42(3):415-438

This paper reports on a national study that explored primary pupils’ attitudes towards and experiences of school science in the Republic of Ireland. The study focussed on collecting data from children and in doing so recognises the importance of children’s views as an essential part of reviewing curriculum implementation. The findings of this large-scale study are based on an analysis of data gathered from observations of 15 primary classrooms, 1,149 children’s questionnaires and 11 group interviews. In this paper the findings regarding the extent to which the children appear to be engaging in ‘deductive’ (didactic) and ‘inductive’ (inquiry-based) approaches in their science classes, and their attitudes towards school science are presented. Encouragingly, evidence from all parts of the study revealed that in general Irish children are very positive towards learning science in school and are being provided with some opportunities to engage in hands-on inquiry in science, commonly via group work. However, there were also indications that, for some pupils, hands-on science experiences were infrequent, and for a few did not appear to be happening at all. It was not especially evident that pupils were being afforded opportunities to lead their own scientific investigations. Teacher explanation, teacher demonstration, reading and writing featured frequently in pupils’ responses and while the pupils expressed mixed feelings about these methodologies, one thing was apparent: hands-on inquiry based approaches to science had far greater appeal to the children. The significance of the findings of this study are considered in light of the findings and recommendations from recent national and international reports on inquiry-based approaches in science education.  相似文献   

Overweight and obesity among maltreated young adolescents     

Schneiderman JU  Mennen FE  Negriff S  Trickett PK 《Child abuse & neglect》2012,36(4):370-378

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Faculty Organizational Commitment and Citizenship   总被引：1，自引：0，他引：1  

Janet Lawrence  Molly Ott  Alli Bell 《Research in higher education》2012,53(3):325-352

Building on a theoretical framework that links characteristics of individuals and their work settings to organizational commitment (OC) and citizenship behavior, this study considers why faculty may be disengaging from institutional service. Analyses of survey data collected from a state system of higher education suggest that job characteristics, exchanges and social learning are associated with faculty members’ OC. For instance, opportunities for advancement and research support, as well as responsiveness of administrators to faculty, contributed to the likelihood that faculty would accept a position at their institution again if given the chance. Commitment, however, did not significantly affect time spent on institutional service. Two job characteristics—time spent on research and time spent on teaching—were negatively associated with this behavior.  相似文献   

Obituary--Professor John Eggleston     

Iram Siraj-Blatchford  Janet Moyles 《Early Years: An International Journal of Research and Development》2002,22(2)

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Resources     

Janet Murray 《TechTrends》2002,46(1):57-57

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Stichwort: Professionalisierung   总被引：1，自引：0，他引：1  

Karin Böllert  Ingrid Gogolin 《Zeitschrift für Erziehungswissenschaft》2002,5(3):367-383

Ohne Zusammenfassung  相似文献   

Speech, Image, Action: Animating Tales from Shakespeare     

Janet Bottoms 《Children‘s Literature in Education》2001,32(1):3-15

Two assumptions are challenged in this article: that children are naturally disposed toward the animated cartoon, and that translating Shakespeare's plays into this medium automatically simplifies and gives them child appeal. It examines the confusions and cross-purposes that surrounded the making of the Animated Tales videos, and argues that there are dangers in their uncritical use in schools. It concludes with suggestions as to how they may, nevertheless, be effectively employed with children of all ages.  相似文献   

“There was nowhere to hide…”: the surprising discovery of how weekly web conferences facilitated engagement for online initial teacher education students     

Janet Dyment  Jillian Downing 《Asia-Pacific Journal of Teacher Education》2018,46(4):399-418

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Linguistic Invention and Semantic Warrant Production: Elementary Teachers’ Interpretation of Graphs     

Janet Walter  Christine Johnson 《International Journal of Science and Mathematics Education》2007,5(4):705-727

In this qualitative study of mathematical discourse between elementary teachers, we examined linguistic invention and semantic warrant production as participants made successive attempts to communicate mathematical ideas. Linguistic invention is a creative practice of describing mathematics in terms of personal experience. We introduce semantic warrant production, which emerged as part of our analysis of substantial arguments produced by teachers learning mathematics. Participants engaged in linguistic invention and semantic warrant production to convince themselves and others of the validity of their mathematical inferences about a graph of rate of change versus time. Personal experiences that are taken-as-shared in a learning community can support accurate mathematical inference if connections between conventional language, common experiences, and mathematical representations are made explicit by learners.  相似文献