Models for Curricular Materials Development: Combining Applied Development Processes with Theory     

James Appleton  Frances Lawrenz  Elaine Craft  Wynn Cudmore  Jim Hall  Jack Waintraub 《Journal of Science Education and Technology》2007,16(6):491-499

Developing curricular materials for technical and vocational education is particularly challenging because of the comprehensive requirements for technical education and the rapidity with which technical positions are evolving. Well-educated employees are expected to have general communication, reasoning, problem-solving, and behavioral skills in addition to occupation-specific technical knowledge. Furthermore, technical and vocational education materials must meet the needs of various contexts each with its own unique array of factors which must be accommodated. To assist in the process of materials development, this paper presents a comprehensive and contextualized model as a guide for curricular developers. This model was formed through the synthesis of two theoretical and four applied models, with the outline of the applied models occurring as part of a national evaluation of the National Science Foundation’s Advanced Technological Education Program. Examples illuminating the elements of the template are provided.  相似文献   

The Teaching Focus of Adult‐Reading Teachers When Developing Word Reading Skills     

Janet McHardy  Elaine Chapman 《Literacy》2019,53(3):125-133

Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under‐researched, and adult‐reading teachers are generally underprepared to build reading skills, particularly at word level reading where many adults report difficulties. This study examined (i) the teaching foci that 60 adult‐reading teachers prioritised in determining how to teach a hypothetical adult reader with difficulties at the word level and (ii) the teacher attributes by which these decisions varied. Around 40% of teachers indicated that they would prioritise non‐word level components in deciding how to teach the hypothetical reader with word level difficulties, and these decisions varied with teachers' training/qualifications. To make sense of the persistence of low reading levels in the adult population, it is necessary to understand more about what teachers teach and why they teach the way they do. The findings of this study may provide an important step towards this goal.  相似文献   

Women scholars: Closing the publication gap     

C. Glenn Walters  Dr. Elaine Hobbs Fry  Breck D. Chaisson 《Research in higher education》1990,31(4):355-367

As more females receive advanced degrees in business and enter the field of teaching in higher education, the role of females as publishers in scholarly journals will increase. Data collected from 27 business-oriented journals covering a 23-year time period support this premise. The purpose of this article is to present that data in order to show the changing role of women in publishing and to highlight some of the similarities and differences between female and male authors.  相似文献   

Excavating an injustice?*: nationality/ies,ethnicity/ies and experiences with diversity of initial teacher education applicants and entrants in Ireland in 2014     

Elaine Keane  Manuela Heinz 《欧洲师范教育杂志》2016,39(4):507-527

Diversifying the teaching population is of international concern. Ireland has experienced significant socio-demographic change in the last decades, but we lack adequate data on the backgrounds of student teachers, especially in relation to nationality and ethnicity. In this paper, we examine the nationality/ies, ethnicity/ies and experiences with diversity of Ireland’s 2014 undergraduate primary and postgraduate post-primary initial teacher education (ITE) applicants, entrants and non-entrants, part of the focus of the Diversity in Initial Teacher Education in Ireland national research project. The overwhelming majority of respondents claim Irish only nationality, and are of ‘White Irish’ ethnicity. Respondents’ constructions of their ethnicity privilege nationality and skin colour. The exclusionary constructions of ethnicity of those self-identifying as ‘White Irish’ reveal the heavy influence of Ireland’s post-colonial nationhood. A significant proportion reported having little or no experience with groups different to their own. We end by noting implications on policy, research and ITE programme levels.  相似文献   

The influence of instructional methods on the quality of online discussion   总被引：3，自引：0，他引：3  

Heather Kanuka  Liam Rourke  Elaine Laflamme 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):260-271

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Admission to Higher Education in Israel and the Role of the Psychometric Entrance Test: Educational and political dilemmas     

Michal Beller 《Assessment in Education: Principles, Policy & Practice》2001,8(3):315-337

This paper describes the admissions process to higher education in Israel, which is frequently debated in public. It presents the historical background, outlines the psychometric considerations, summarises the extensive research data gathered in validity and evaluation studies, and provides the social and political perspectives. The paper points to how developments in the volume and importance of higher education have affected the way upper-secondary certificates mediate university entrance. Particular reference is made as to how far the pressures are changed by the use of a psychometric entrance test. Two laws, dealing with admissions to higher education, that are currently being put to vote in the Israeli parliament, are described and discussed.  相似文献   

Systematic Evaluation of Professional Performance: Legally Supported Procedure and Process     

Stella Beatriz Kerl  John L. Garcia  C. Sue McCullough  Melissa Elaine Maxwell 《Counselor Education & Supervision》2002,41(4):321-332

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The Language Experience of Deaf Children: Its Relation to Spontaneous Rehearsal in a Memory Task   总被引：1，自引：0，他引：1  

James M. Bebko  Elaine E. McKinnon 《Child development》1990,61(6):1744-1752

This study was an investigation of whether the language history of deaf children is related to their delayed emergence of spontaneous memory strategy use. Use of rehearsal on a serial recall task was compared for 41 deaf (age 5 to 15 years) and 45 hearing (age 5 to 8 years) children. A lag of several years was noted in the emergence of spontaneous rehearsal for the deaf. Hierarchical discriminant function analysis showed language history to be a nearly perfect mediator of the relation between age and rehearsal use, effectively eliminating the lag in the emergence of rehearsal use. Increased language experience was hypothesized to be associated with automatization of language skills, and thus with decreased processing demands when language-based strategies are used.  相似文献   

Mind the Gap     

Elaine Landry 《Metascience》2016,25(2):183-188

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Taking research into schools: the West Lothian Action Enquiry model     

Lynne M. Binnie  Kristen Allen  Elaine Beck 《Educational Psychology in Practice》2008,24(4):347-354

This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing information about what works in context and has given teachers the impetus and ownership to evaluate their practice and the impact of their interventions. The benefits of this approach are outlined along with a few notes of caution that readers are urged to consider when negotiating research within a school.  相似文献