Consumer Culture: History,Theory and Politics by Roberta Sassatelli     

Monroe Friedman 《Journal of American culture (Malden, Mass. : 2003)》2008,31(1):110-110

  相似文献   

Glycoscience: Integrating a Key Macromolecule More Fully into the Curriculum     

Katherine Bowman  Douglas Friedman 《CBE life sciences education》2013,12(1):5-8

The recent report from the National Research Council, Transforming Glycoscience: A Roadmap for the Future, explores an important area of the life sciences. Glycoscience examples are suitable additions to many areas of the curriculum, and their inclusion will help ensure that students have an understanding of the diverse functions played by this key class of macromolecules.  相似文献   

Clinico-histologic conferences: histology and disease     

Shaw PA  Friedman ES 《Anatomical sciences education》2012,5(1):55-61

Providing a context for learning information and requiring learners to teach specific content has been demonstrated to enhance knowledge retention. To enhance students' appreciation of the role of science and specifically histology in clinical reasoning, disease diagnosis, and treatment, a new teaching format was created to provide clinical context, promote integration and application of science knowledge, and to foster peer teaching and learning: the Clinico-Histologic Conference (CHC) for the Mount Sinai School of Medicine Histology course. Teams of six students were each assigned specific disease processes and were charged with creating oral presentations and handouts that taught their classmates about the clinical manifestations, etiopathogeneses, diagnoses, and treatments of the assigned processes, along with comparisons of normal histology to the pathology of the disease. Each team also created four questions, some of which were used on Histology written examinations. The physician facilitator evaluated the presentation and handouts. About two-thirds of students agreed the CHC enhanced appreciation of the importance of histology, provided a context for integration and application of basic science to patient care and enhanced their ability to teach their peers. Student feedback demonstrated that the CHCs were successful in promoting teamwork, peer teaching, and the application of histology to diagnose diseases. The authors believe that teaching basic science content in this new format enhanced student learning and application of medical knowledge, and that this new teaching format can be adopted by other medical school courses.  相似文献   

The role of mentoring in the CPD programmes of professional associations     

Andrew Friedman  Mary Phillips 《International Journal of Lifelong Education》2013,32(3):269-284

This paper seeks to position the current role of mentoring within the continuing professional development (CPD) programmes of UK professional associations and to examine its potential for developing reflective practice. Following a review of mentoring and CPD in terms of their relationship to the ethos of lifelong learning, it indicthes the extent to which mentoring has been embraced by professional associations. Here, reference is made to a wider research project that set out to map the CPD policies and programmes of UK professional associations by analysing the documentation of over 100 associations. The paper puts forward the idea that mentoring could form an important support for reflective practice, particularly where participation in CPD is compulsory. In conclusion, it argues that the wider introduction of mentoring could help forge new relationships between professionals and their clients, and overcome some of the tensions inherent within CPD itself.  相似文献   

The Canadian Universities and the promotion of economic development     

Robert S. Friedman  Renee C. Friedman 《Minerva》1990,28(3):272-293

  相似文献   

Effects of varying performance sets and outcome on the expectations, attributions, and persistence of boys with learning disabilities     

D E Friedman  F J Medway 《Journal of learning disabilities》1987,20(5):312-316

  相似文献   

Planning in Middle Childhood: Early Predictors and Later Outcomes     

Sarah L. Friedman  Ellin K. Scholnick  Randall H. Bender  Nathan Vandergrift  Susan Spieker  Kathy Hirsh Pasek  Daniel P. Keating  Yoonjung Park  The NICHD Early Child Care Research Network 《Child development》2014,85(4):1446-1460

Data from 1,364 children and families who participated in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were analyzed to track the early correlates and later academic outcomes of planning during middle childhood. Maternal education, through its effect on parenting quality when children were 54 months old, predicts their concurrent performance on sustained attention, inhibition, and short‐term verbal memory tests. This performance predicts planning in first grade, which predicts third‐grade reading and mathematics attainment, but not the rate of growth in academic skills from first to fifth grades. This path was also found when the same parenting, cognitive, and academic constructs were measured at later time points.  相似文献   

Community College Faculty Attitudes,Socialization Experiences,and Perceived Teaching Effectiveness     

James L. Morrison  Charles P. Friedman 《Community College Journal of Research & Practice》2013,37(2):119-138

Abstract

This study seeks to determine whether variance in teaching effectiveness of community college faculty, as assessed by students, can be attributed to particular attitudes and/or socialization experiences of these faculty. A theoretical model derived from symbolic interaction theory is tested by path analysis. Data to test the model were obtained through a 1973 survey of faculty and students at five community colleges in Pennsylvania. On the basis of this analysis, the authors conclude that the “predictor” variables used in this study and often by administrators in developing faculty selection policies do not correlate highly with teaching effectiveness.  相似文献   

Empowerment amongst teachers holding leadership positions     

Orit Avidov-Ungar  Izhak Friedman  Elite Olshtain 《Teachers and Teaching》2013,19(6):704-720

This study used semi-structured in-depth interviews to explore empowerment patterns among teachers who hold leadership positions in school. Our qualitative analysis presents a hierarchical ladder with three types of empowerment amongst these teachers, ranging from limited empowerment through rewarding empowerment to change-enhancing empowerment. The level of empowerment seems to be related to the leadership position which the teachers hold and to their perception of the position. Our results contribute to the theoretical understanding of empowerment as a complex construct that affects the career characteristics of the teacher, ranging from limited impact of the leadership position to a powerful effect on the organizational culture. We also suggest that this model has practical implications on the way principals can evaluate their teachers’ empowerment patterns and accordingly assist their development toward change-enhancing empowerment.  相似文献   

Teacher subcultures of democratic practice amidst the oppression of educational reform     

Audrey A. Friedman  Hugh T. Galligan  Caitlyn M. Albano  Kathleen O’Connor 《Journal of Educational Change》2009,10(4):249-276

Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice. Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession, pupils, and society writ large.  相似文献