An agenda for higher education     

Clark Kerr 《Higher Education》1982,11(5):593-600

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Career counseling for gifted girls and women     

Barbara A. Kerr 《Journal of Career Development》1988,14(4):259-268

Barbara A. Kerr is an Associate Professor at the University of Iowa, N346 Lindquist, Iowa City, IA 52242. Address requests for reprints to the author.  相似文献   

网上互动教学设计的实践与思考     

笪薇 《广东广播电视大学学报》2007,16(2):10-13

本文提出网上教学设计的关键在于加强互动的观点,并结合电大开放教育试点“货币银行学”课程的具体实践,从“一个中心、两个结合、三个原则”等方面进行了具体阐述。  相似文献   

Book reviews     

T. R. McConnell  Clark Kerr  Barbara Goldschmid  Marcel L. Goldschmid  Rolf Westermann  Robert G. Cope  J. N. Wolfe  Richard E. Sherrell  Gareth Williams 《Higher Education》1975,4(4):487-502

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Technology,teachers, and the search for school reform   总被引：1，自引：0，他引：1  

Stephen T. Kerr 《Educational technology research and development : ETR & D》1989,37(4):5-17

Educational technologists have increasingly moved away from direct involvement in the world of the classroom teacher in recent years. The assumptions that technologists and teachers make about educational technology and about teaching now diverge markedly. At the same time, new reform proposals have suggested ways to restructure schools that would enhance the role of teachers as instructional decision-makers and offer them more control over their professional work life. Elements of the reform agenda are characterized, and ways are described in which educational technologists might work together with teachers in pursuit of reform goals. These include: (1) preparation of models for teaching-with-technology; (2) design of intelligent software; (3) creation of technologically based tools to support teachers' professional work and development; and (4) improvement of research about technology in education. Note:An earlier version of this paper was presented at the Annual Conference of the Association for Educational Communications and Technology, Dallas, Texas, February 4, 1989.  相似文献   

Locating Teacher Competency: An Action Description of Teaching     

Donna H. Kerr  Jonas F. Soltis 《Educational theory》1974,24(1):3-16

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Disruptiveness, Friends' Characteristics, and Delinquency in Early Adolescence: A Test of Two Competing Models of Development   总被引：3，自引：0，他引：3  

Frank Vitaro  Richard E. Tremblay  Margaret Kerr  Linda Pagani  William M. Bukowski 《Child development》1997,68(4):676-689

This study tested 2 competing models of friends' influence on the development of delinquency in disruptive boys. In so diong, we examined whether highly disruptive, moderately diseuptive, moderately conforming, and highly conforming boys' delinquecy increased or decreased depeniding on their friends' characteristics. A sample of 868 boys was classified into the 4 groups according to teacher tating at ages 11 and 12. Each group was then subdivided by mutual friends' peer-rate aggressiveness-disturbance at the same ages: aggressive-disturbing friends, average friends, nonaggressive-nondisturbing friends, and no friends. Subgroups were mext compared on self-reported delinquency at age 13 while controlling for average self-reported delinquency and socioeconomic variables at ages 11 and 12. Results indicate that moderately disruptive boys with aggressivedisturbive friends were more delinquent at age 13 than other subgroups of moderately disruptive boys. Highly disrupitve and confroming boys, however, were unaffected by their friends' characteristics. We conclude that the results partially support each theoretical model, suggesting that both individual characteristics and deviant peer association might play causal roles.  相似文献   

The American mixture of higher education in perspective: four dimensions     

Clark Kerr 《Higher Education》1990,19(1):1-19

Several nations are currently considering privatization of parts of their higher education systems. This paper, mainly based on the American experience, examines privatizing public institutions as an alternative to establishing solely private institutions.Institutions are analyzed along four dimensions: (1) ownership (public or private); (2) control (external or internal); (3) financing (public or private funds); and (4) mechanisms for public financing (who controls fund distribution and how). There are varying mixtures along these four dimensions both within countries and around the world, with the American system exhibiting the widest range of combinations. Six categories are described, including four common in the U.S.: I. Independent private, where institutions are independent in ownership, in control, and in basic financing; II. Dependent private, independent in ownership and financing but dependent in control; III. Independent public, dependent in ownership but independent in control and substantially independent in financing; IV. Semi-independent public (state/guild type), dependent in ownership, mixed in control, and heavily dependent in financing (less common in the U.S., but typical of Italy and Latin America); V. Semi-independent public (state/trustee/guild type), where control is shared among state, academic guilds and lay boards of trustees but with mainly state-controlled financing; and VI. Dependent public, the model in the Communist nations.Kerr traces the historical path that led to the mixed American system and examines some of its positive consequences, which include institutional autonomy, diversity, and flexibility. Negative results include possible over-responsiveness to short-term pressures, as from the labor market or student preferences for courses of study, and from supporting business or industry.The author concludes that the American experience with privatized public institutions may serve as a model for those elsewhere who now seek greater institutional differentiation, autonomy, and flexibility within national systems of higher education.  相似文献   

Theory in the flesh: Toward an endarkened epistemology     

AÍDA Hurtado 《International journal of qualitative studies in education》2013,26(2):215-225

In her article "The substance of things hoped for, the evidence of things not seen: Examining an endarkened feminist epistemology in educational research and leadership," Professor Dillard delineates a set of proposals for the study of educational inequity. Professor Wright in his response, "An endarkened feminist epistemology? Identity, difference and the politics of representation in educational research," comments on Professor Dillard's proposals and furthers her analysis by an integration of the cultural studies literature. The author enjoins this conversation in this article by reviewing the proposals by feminists of Color to further social justice in solidarity with Professor Dillard's analysis. In particular, feminists of Color are examined, expanding the definition of "data" to include artistic production such as poetry, personal reflections, and autobiographical essays. The integration of spirituality as it relates to secular teaching is another innovation proposed by various writers. Feminists of Color have also chosen to construct theory and a political agenda for achieving social justice rather than only engaging in intellectual debates that deconstruct existing paradigms. Professor Dillard is part of a cadre of feminist writers who advocate radical changes in the academy to eradicate educational inequity.  相似文献   

Theses and Dissertations Submitted in Connection with Higher Degrees in Science Education in the UK     

J. F. Kerr 《Studies in Science Education》2013,49(1):161-166

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