STEP UP to networks for science teacher professional development     

Carl Stannard  Thomas O’Brien  Andrew J. Telesca 《Journal of Science Teacher Education》1994,5(1):30-35

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Exploring alternatives to the ‘neoliberalism’ critique: new language for contemporary global reform     

Emma Rowe  Christopher Lubienski  Andrew Skourdoumbis  Jessica Gerrard  David Hursh 《Discourse: Studies in the Cultural Politics of Education》2019,40(2):147-149

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The Computerization of Career Services: Critical Issues to Consider     

M. Meghan Davidson 《Journal of Career Development》2001,27(3):217-228

Increasingly, career centers on university and college campuses are making use of the World Wide Web to help their users with a myriad of career related needs. This technological service delivery mode has many advantages that will be briefly reviewed in this article. As well, a computer emphasis has the potential for drastically changing career centers as we know them: their traffic patterns, staffing needs, resource procurement, and perhaps most importantly, their outcomes in the lives of the students who make use of them. This article discusses these changes and through a review of seven critical issues, challenges the reader to closely examine the implications for technology within their own career centers.  相似文献   

Professional ethics     

Andrew R. J. Yeaman 《TechTrends》2004,48(5):14-16

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A symplectic eigensolution method in transversely isotropic piezoelectric cylindrical media     

徐新生 顾佥梁以德  郑建军 《浙江大学学报(A卷英文版)》2005,6(9):922-927

INTRODUCTION Since the phenomenon of piezoelectricity in natural crystals was discovered in 1880, it has been applied in many fields, such as smart structure, sensing devices and active control, because of its special properties. Combining electrical behavior with mechanical deformation is the special property which attracted great interest of researchers. Many models have been developed for studying piezoelec- tric effects. Dunn and Wienecke (1996) used Green’s functions for transverse…  相似文献   

Academic Follow-Up Data on Two Cohorts of High-Risk Transfer Children     

Leonard A. Jason  Karen E. Danner  Andrew M. Weine  Karen S. Kurasaki  Jay H. Johnson  Luann Warren-Sohlberg  Olga Reyes 《Early education and development》1994,5(4):277-288

Two cohorts of children from inner-city elementary schools were provided a tutoring intervention to help in their transition to new schools. Participants were third, fourth, and fifth grade children who were identified as having low-income status, evidencing lags on achievement tests, and experiencing stressful life events. The intervention involved an orientation program with twice weekly paraprofessional tutoring. Two and three year academic and sociometric follow-up data were collected. Those provided the intervention evidenced some improvements over time, and these changes were most prominent in the area of reading grades. Fewer significant findings were found on sociometric indices.  相似文献   

Enacting Informal Science Learning: Exploring the Battle for Informal Learning     

Andrew Clapham 《British Journal of Educational Studies》2016,64(4):485-501

Informal Science Learning (ISL) is a policy narrative of interest in the United Kingdom and abroad. This paper explores how a group of English secondary school science teachers, enacted ISL science clubs through employing the Periodic Table of Videos. It examines how these teachers ‘battled’ to enact ISL policy in performative conditions at the micro-scale, and how this battle reflected macro-scale epistemological and political considerations. Data from the study suggests that for some, ISL was low stakes as it was seen to have negligible impact upon performance data. As a result, there was some resistance towards enacting ISL and conflict between the formal and informal curriculum processes. Nonetheless, analysis indicates that the informants highly valued ISL despite the requirement for them to justify it over more formal and ‘effective’ approaches to learning science.  相似文献   

Self-assessments and other perceptions of successful adults who are deaf: an initial investigation     

Luckner JL  Stewart J 《American annals of the deaf》2003,148(3):243-250

More often than not, deafness is portrayed, not only in the literature in education and rehabilitation but in society in general, in a pathological way that focuses on deficiency, dysfunction, and deviance. Consequently, there has been a paucity of research on successful individuals who are deaf. The purpose of the present study was to help counter this tendency by gathering information from successful deaf adults. Fourteen deaf adults, who were nominated by their peers as being successful, participated in videotaped interviews. The interviews were transcribed, coded, and clustered according to common themes. Participants reflected on their success and made recommendations for children and youth who are deaf, parents, teachers, and employers. A summary of the results, limitations of the study, and recommendations for practice are provided.  相似文献   

Student,home, and school socio-demographic factors: links to school,home, and community arts participation     

Marianne?Mansour  Andrew?J.?MartinEmail authorView author&#;s OrcID profile  Michael?Anderson  Robyn?Gibson  Gregory?Arief?D.?Liem  David?Sudmalis 《The Australian Educational Researcher》2016,43(2):221-244

This study explored the role of student (e.g., age, language background, gender), home (e.g., parent/caregiver education), and school (e.g., school type, size) socio-demographic factors in students’ school (e.g., in-school arts tuition, arts engagement), home (e.g., parent/caregiver–child arts interaction), and community (e.g., arts attendance, arts tuition) arts participation. The sample comprised 1172 elementary and secondary school students from 15 schools. Findings revealed that student and home socio-demographic factors were the most salient in predicting arts participation across school, home, and community contexts. Age, gender, and prior achievement were the key student socio-demographic factors, while parent/caregiver education and occupation were also associated with students’ arts participation. Implications for practice and intervention pertinent to young people’s arts participation are discussed.  相似文献   

There and Back Again: Exploring Teacher Attrition and Mobility with Two Transitioning Science Teachers     

Andrew Gilbert 《Journal of Science Teacher Education》2011,22(5):393-415

This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental case study approach included: interviews, written survey responses, personal communications and member checks. All data was transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and possibilities for science teacher education are discussed.  相似文献