Impact of Riemann’s work on physics     

Joseph Samuel 《Resonance》2006,11(11):5-5

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Student centered teaching in engineering design     

A. E. Samuel 《Instructional Science》1986,15(1):213-238

This paper reviews experience with teaching procedures introduced into an engineering design course to promote professionalism in undergraduates. One procedure used is a prize award for performance in project work and the other procedure is a Socratic style of teaching in the classroom. Both procedures intend to shift responsibility for learning away from the teacher towards the student. Student performance is measured by project results, examination results and by design studies. It is found that the use of design studies, a type of student centered examination procedure, has the most profound effect on performance in this complex subject.  相似文献   

Interactive Video: a genuine or imagined potential     

J Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(1):21-24

A combination of high production and hardware costs, limited programme demands and cheap and easy videotape alternatives are likely to restrict severely the progress of interactive videodisc in schools and possibly elsewhere. These reservations are discussed.  相似文献   

An analysis of the environment of medical schools     

Samuel A. Rodgers  Charles F. Elton 《Research in higher education》1974,2(3):239-249

An analysis of medical schools was conducted by means of a factor analysis of multiple demographic measures. Three factors emerged which described the principal dimensions that characterize four-year medical school environments. Upon comparing these factors with a previous study, it was apparent that the environmental characterization for medical schools have remained generally constant over the last several years. An additional factor, Graduate Emphasis, was, however, identified. A visual representation is presented to demonstrate the similarity of the medical schools on these three factors.  相似文献   

Working with the new generation of interactive media technologies in schools: CD-I and CDTV     

Lydia Plowman  Philip Chambers 《British journal of educational technology : journal of the Council for Educational Technology》1994,25(2):125-134

A preliminary evaluation of classroom use of CD-I and CDTV in five schools is described. Information is provided on the pedagogical, operational, and logistical characteristics of these interactive media technologies compared to interactive video. A number of benefits are described, but it is suggested that poorly designed or inappropriate software and technology fatigue amongst teachers contribute to the low take-up of these systems in the classroom.  相似文献   

Science education research interests of elementary teachers     

Dorothy Gabel  K. V. Samuel  Stanley Helgeson  Saundra McGuire  Joseph Novak  John Butzow 《科学教学研究杂志》1987,24(7):659-677

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Educational disenchantment and the university student     

Samuel Long 《Higher Education》1982,11(2):221-235

In contrast to much of the research on contemporary university students of the post-activist generation, the study reported here rests on a model of the student as a quasi-citizen within the university political system. As a major political socialization environment for students, the university engenders feelings of academic disaffection among students. This study, based on a survey of 2,122 students enrolled at three mid-western universities in 1974, attempts to investigate the antecedents and consequences of felt academic disaffection for students. Five major findings emerge from this research. First, feelings of academic disaffection are relatively high among the students interviewed. Second, when the dimensionality of academic disaffection is investigated, these students typically express disaffection concerning the university and university administrators, with the latter group fostering most of the disaffection. Third, the students at the three universities surveyed generally differ regarding their evaluations of university functioning, their feelings of academic disaffection, and their desires for university reform, in each case with Southern Illinois University-Carbondale (SIU-C) students being significantly distinct from students at Northern Illinois University (NIU) and University of Kentucky (UK). Fourth, students' perceptions of authoritarian governance and an unsatisfactory academic environment at their universities tend to generate both university and administrative disaffection. Last, university and administrative disaffection result in a predilection among students for reform in the university, preferably devoid of administrative intervention.  相似文献   

The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献   

Continuing professional development: pedagogical practices of interprofessional simulation in health care     

Sofia Nyström  Johanna Dahlberg  Samuel Edelbring  Håkan Hult  Madeleine Abrandt Dahlgren 《Studies in Continuing Education》2017,39(3):303-319

The increasing complexity of health care practice makes continuing professional development (CPD) essential for health care professionals. Simulation-based training is a CPD activity that is often applied to improve interprofessional collaboration and the quality of care. The aim of this study is to explore simulation as a pedagogical practice for the CPD of health care professionals. Specifically, the study focuses on how a professional development activity, the simulation, is enacted to support interprofessional collaboration and learning. A practice theory perspective is used as the theoretical framework. In this, the professional practice is conceptualised as being embodied, relational and situated in sociomaterial arrangements. Ten introduction and reflection sessions following interprofessional full-scale manikin-based simulations with professionals were video-recorded. The recordings were analysed following a stepwise qualitative collaborative approach developed for the purpose. The key findings suggest that the professional competence activity is enacted and interconnected with and governed by historical traditions of institutional teaching practices as well as simulation practices. Despite the intentions of team and interprofessional training, the institutional teaching and simulation practices constrain and hinder the intended outcomes of professional development in interprofessional collaboration.  相似文献   

The stability of kindergarten teachers’ effectiveness: A generalizability study comparing the Framework For Teaching and the Classroom Assessment Scoring System     

Panayota Mantzicopoulos  Brian F. French  Helen Patrick  J. Samuel Watson  Inok Ahn 《Educational Assessment》2018,23(1):24-46

To meet recent accountability mandates, school districts are implementing assessment frameworks to document teachers’ effectiveness. Observational assessments play a key role in this process, albeit without compelling evidence of their psychometric rigor. Using a sample of kindergarten teachers, we employed Generalizability theory to investigate (across teachers, raters, and lessons) the stability of scores obtained with two different observation measures: The CLASS K-3 and the FFT. We conducted a series of Decision studies to document (for both measures’ constituent domains) the number of lessons per teacher and raters per lesson that would justify the use of observation scores for high stakes decisions. Acceptable, stable scores for individual-level decisions about teachers may generally require more raters and lessons than is typically used in practice (1–2 raters and fewer than 3 lessons). The considerable variability of observation-based scores raises concerns about either measure’s appropriateness for making individual or group decisions about teachers’ effectiveness.  相似文献