Biotechnology and open university science     

Grobstein C 《Science, technology & human values》1985,10(2):55-63

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“Global Preparedness” of PRE-9/11 College Graduates: What the US Longitudinal Studies Say     

Adelma  Clifford 《Tertiary Education and Management》2004,10(3):243-260

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Collaboration Between Educational Psychologists and Speech and Language Therapists: Barriers and opportunities     

Sandra Dunsmuir  Vivienne Clifford  Sarah Took 《Educational Psychology in Practice》2006,22(2):125-140

This paper reports a study that aimed to investigate the perspectives of educational psychologists (EPs) and speech and language therapists (SLTs) about collaborative practices across these two services, to identify any barriers to collaboration and to explore how these could be overcome. The views of EPs and SLTs in two local authorities were sought using a questionnaire. Data analysis identified differences relating to professional and attitudinal issues, revealing divergent views about assessment and resource allocation. Communication difficulties were also identified. Approaches to develop effective collaborative practice are discussed and the importance of creating opportunities to deliver joint training in schools is highlighted.  相似文献   

Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs     

Oscar A. Barbarin  Terry McCandies  Diane Early  Richard M. Clifford  Donna Bryant  Margaret Burchinal  Carollee Howes  Robert Pianta 《Early education and development》2006,17(4):619-642

This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home-school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home-school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff.  相似文献   

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher,program, and classroom characteristics   总被引：3，自引：0，他引：3  

Jennifer LoCasale-Crouch  Tim Konold  Robert Pianta  Carollee Howes  Margaret Burchinal  Donna Bryant  Richard Clifford  Diane Early  Oscar Barbarin 《Early childhood research quarterly》2007

In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with “mid-range” patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it.  相似文献   

Erratum to “Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs” [Early Childhood Research Quarterly 23 (2008) 27–50]     

Carollee Howes  Margaret Burchinal  Robert Pianta  Donna Bryant  Diane Early  Richard Clifford  Oscar Barbarin 《Early childhood research quarterly》2008

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A rapid ethnography of itinerant teachers of the deaf     

Kluwin TN  Morris CS  Clifford J 《American annals of the deaf》2004,149(1):62-72

A rapid ethnographic study of 10 itinerant teachers in two school districts and 21 other professionals working with the itinerants was conducted. Rapid ethnography starts with the same assumptions about culture as conventional ethnography. However, it is not constrained by the assumption of cultural ignorance on the investigator's part. Thus, it enables better-directed data collection. Interviews with the itinerants and other professionals, direct observation of itinerants at work, and archival data permitted the authors to generate a list of themes reflecting results of other studies which focused on specific skills for itinerant teaching. While knowledge of specific skills cannot be ignored, the study shows that effective itinerants are ones who, through a personality trait, extensive experience, or a specific value system, can generate a positive composite image of their role as itinerants and are then able to interact on the basis of that image.  相似文献   

Evaluating Web-supported Learning Versus Lecture-based Teaching: Quantitative and Qualitative Perspectives     

Norah?FredericksonEmail author  Phil?Reed  Viv?Clifford 《Higher Education》2005,50(4):645-664

A graduate level research methods and statistics course offered on the World-Wide Web was evaluated relative to the traditional lWith their consent, course members were randomly assigned to the two versions of the course for the first block of sessions. For the second block of sessions the groups crossed over to access the alternative version of the course. Quantitative and qualitative outcome data were collected to sample cognitive and affective domains. Improvements in knowledge and reductions in anxiety were apparent following both versions, with no significant differences between versions being detected. Analysis of course member comments indicated less satisfaction with the teaching input on the web-based version but more satisfaction with the peer collaboration that was stimulated. An activity theory framework is applied in conceptualising the findings and generating recommendations for further course development and evaluation.  相似文献   

Through the Dąbrowski Lens: Empathy and the Syntonic Continuum     

Amanda J. Harper  Christine Clifford 《Roeper Review》2019,41(1):35-41

Kazimierz D?browski’s five-level theory of personality development, the Theory of Positive Disintegration, is one in which the experience of all emotions is essential for the process of individual growth toward the personality ideal. In this article, we synthesize D?browski’s conception of syntony and the development of empathy. We discuss the genesis of empathy within the lower levels of human personality development and visually demonstrate the multilevelness of the development of empathy through a diagrammatic representation of syntonic and empathic responses with examples of these traits mapped to the varying levels of development within D?browski’s Theory of Positive Disintegration.  相似文献   

The Birth of a Notion: The Windfalls and Pitfalls of Tailoring an SoTL-like Concept to Scientists, Mathematicians, and Engineers     

Mark R. Connolly  Jana L. Bouwma-Gearhart  Matthew A. Clifford 《Innovative Higher Education》2007,32(1):19-34

Despite calls for greater agreement in defining the Scholarship of Teaching and Learning (SoTL), terms that resemble SoTL are proliferating. An NSF-sponsored center for teaching and learning coined its own term, teaching-as-research (TAR), believing it would resonate better with research-active scientists, engineers, and mathematicians. To understand whether this was a wise strategy, we interviewed 43 participants from courses that sought to explain and demonstrate TAR. Our study found that participants defined TAR with varying complexity and that disciplinary concepts generally provided “conceptual handles” for making sense of TAR. However, tailoring a term to particular disciplines entails several challenging tradeoffs.

Mark R. ConnollyEmail:

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Mark Connolly   is a Researcher who studies STEM education reform efforts, postsecondary teaching, graduate education, and practitioner theorizing Jana Bouwma-Gearhart   is an Assistant Researcher whose interests include STEM K-16 educators’ teaching professional development and science learning through inquiry Matthew Clifford   is an Associate Researcher who studies the practice of instructional leadership and change in the sciences, with particular attention to the potentialities of secondary and post-secondary faculty collaboration and curriculum design.  相似文献