We are back     

James A. Pershing Ph.D.  Carthell Everett  Michael F. Sullivan 《TechTrends》1999,43(4):2-4

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Instructional practices of teachers enrolled in educational technology and general education programs     

Marcie J. Bober  Howard J. Sullivan  Deborah L. Lowther  Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97

This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University.  相似文献   

Museums and Indigenous People in Australia: A Review of Previous Possessions,New Obligations: Policies for Museums in Australia and Aboriginal and Torres Strait Islander Peoples     

Tim Sullivan  Lynda Kelly  Phil Gordon 《Curator: The Museum Journal》2003,46(2):208-227

Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives.  相似文献   

The legacy of Steven M. Ross     

Howard Sullivan  Gary Morrison  J. Michael Spector 《Educational technology research and development : ETR & D》2009,57(4):437-438

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The challenge in developing in mathematics teachers an inquiry stance to teaching     

Peter Sullivan 《Journal of Mathematics Teacher Education》2010,13(3):197-199

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Integrated ‘one-stop’ support for student success: recommendations from a regional university case study     

Emma Power  Carmel O’Sullivan  Megan Yih Chyn A. Kek 《高等教育研究与发展》2020,39(3):561-576

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The reconceptualisation of learner-centred approaches: a Namibian case study     

Margo O&#x;Sullivan 《International Journal of Educational Development》2004,24(6):137

The case study, which explored the implementation of learner-centred approaches, emerged from an action research study of a three-year INSET (In-service Education and Training) programme for 145 unqualified primary teachers in Namibia. A learner-centred curriculum was introduced in Namibia soon after her Independence from South Africa in 1990. It was considered an effective antidote to the stifling teacher-centred practices used within the previous apartheid system. The case study raises questions about the implementation of learner-centred approaches. Data emerged which indicated their non-implementation, and reasons are presented to explain this: teacher professional capacity at the time of the study, limited resources, cultural factors and learner background. Efforts within the INSET programme to support teachers’ implementation of learner-centred approaches led to their reconceptualisation. The study indicated the effectiveness of developing teachers’ skills in the use of whichever approaches, methods and skills best bring about learning. The study highlights the usefulness of an adaptive approach—examining the realities within which teachers work and experimenting with strategies that seek to achieve student learning within the limitations of these realities. The focus is on learning-centred rather than learner-centred approaches.  相似文献   

Salience of Emotional Intelligence as a Core Characteristic of Being a Counselor     

William E. Martin  Crystal Easton  Sheilah Wilson  Michelle Takemoto  Shannon Sullivan 《Counselor Education & Supervision》2004,44(1):17-30

The authors investigated the association between emotional intelligence and counseling self‐efficacy. Participants were 140 counseling students and practicing counselors who completed the Emotional Judgment Inventory and the Counseling Self‐Estimate Inventory. Emotional intelligence differentiated counselors from noncounselors (Mdn d = .6650) but provided mixed results in differentiating counseling students and counselors. Moreover, the emotional intelligence factors Identifying Own Emotions, Expressing Emotions Adaptively, and Using Emotions in Problem Solving successfully predicted counseling self‐efficacy of both counseling students and practicing counselors (R = .537). Emotional intelligence may be another marker for individuals exploring professional counseling as a career and for improving students' counseling self‐efficacy.  相似文献   

Facing Facts in U.S. Science and Mathematics Education: Where We Stand,Where We Want to Go     

McKnight  Curtis C.  Schmidt  William H. 《Journal of Science Education and Technology》1998,7(1):57-76

The Third International Mathematics and Science Study (TIMSS) provides data that seems clearly important to science and mathematics education in the U.S. TIMSS gathered extensive data on curriculum, textbooks, teachers, and instructional practices in science and mathematics education and some of these data are presented and discussed. Eighth grade achievement data show the U.S. to be somewhat above average in science achievement but consistently average or below in mathematics. U.S. official curricula cover comparatively many topics and are relatively unfocused. U.S. science and mathematics textbooks typically take a cautious, inclusive approach keeping traditional content while adding new reform topics. They thus lack. Teachers, without guidance to help them focus, typically divide their attention among many topics. Empirically, there is little agreement in the U.S. on what is truly basic judging by common topics among curricula and textbooks. U.S. teaching, at least in mathematics, is teacher and moves among many different activities, failing to tell a coherent story. We must face these as we seek to find ways to become what we want to be in providing science and mathematics education.  相似文献   

The use of analogies in written text     

Ruth V. Curtis  Charles M. Reigeluth 《Instructional Science》1984,13(2):99-117

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