Science related attitudes amongst Victorian catholic primary school teachers     

Peter T. White 《Research in Science Education》1982,12(1):97-101

Conclusion This study is preliminary in nature, and the instrument will require some modification to reduce its length and to further increase the reliability of the attitude scale. None-the-less, in addition to replicating some important aspects of previous studies, and introducing a measurement of primary school teachers' science related attitudes, it does provide valuable data prior to the introduction of the new course guides. When used in conjunction with the findings of a similar survey which is to be conducted in 1983, these data will help to assess the impact of the introductory phase of the course in Victorian Schools.  相似文献   

No-teaching Experience in Counselor Education: Discussion and A Model     

Arden J. White  Donald V. Forrest 《Counselor Education & Supervision》1968,7(Z3):340-347

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Teacher demand: crisis what crisis?     

Beng Huat See  Stephen Gorard  Patrick White 《Cambridge Journal of Education》2004,34(1):103-123

This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil‐teacher ratios and teacher wastage. It concludes that although individual indicators, examined in isolation, are an inadequate basis for assessments of the situation, there is no evidence in the data of any ‘crisis’ of teacher supply or demand in Wales (or indeed most of England). There are regional, occasional and subject‐specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. The paper, therefore, considers a variety of possible explanations for the widely‐held belief that there is a serious shortage of teachers.  相似文献   

The Academic Rational Beliefs Scale: Development,Validation, and Implications for College Counselors     

Paul J. Egan  Joseph R. Canale  Peter M. del Rosario  Royce M. White 《Journal of College Counseling》2007,10(2):175-183

This study reports on a new instrument, the Academic Rational Beliefs Scale, designed to measure college students' academic beliefs along a rational‐irrational continuum. The new instrument is potentially useful when working with students experiencing academic difficulties. Information about test construction, reliability, validity, and generalizability are presented and implications, benefits, and cautions associated with use of the instrument as a college counseling tool are discussed.  相似文献   

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator     

Helen Grimmett  Rachel Forgasz  Judy Williams  Simone White 《Asia-Pacific Journal of Teacher Education》2018,46(4):340-353

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.  相似文献   

The effects of explicit timing on middle‐school students’ writing production across 5‐ and 15‐min sessions     

Peter L. Ignacio  Merilee McCurdy  Jada White  Madeline B. Auge  Christopher H. Skinner  Janet Schwartz‐Micheaux 《Psychology in the schools》2019,56(9):1482-1492

Enhancing rates of accurate, active, academic responding can enhance learning. Both temporal manipulations (i.e., reducing time to work on assignments) and providing multiple distributed temporal cues (MDTC), sometimes referred to as explicit timing, have been shown to enhance rates of accurate mathematics responding. The current study was designed to evaluate the effects of session length (i.e., 5 vs. 15 min to write) and temporal cues (i.e., a single initial temporal cue vs. MDTC) on seventh‐ and eighth‐grade students writing assignment rates and writing accuracy. Results showed that the 5 min writing sessions did result in significantly greater rates of accurate responding than the 15 min sessions; however, explicit timing did not significantly alter writing rates or accuracy. These findings suggest that educators can enhance rates of accurate writing by reducing writing session lengths. Discussion focuses on applied implications of providing briefer writing sessions and future research investigating the interaction between multiple temporal cues and assignments.  相似文献   

Academic advising—a focus on learning     

Eric White  Janet Schulenberg 《About Campus》2012,16(6):11-17

Eric White and Janet Schulenberg make the case that academic advisors have a particularly significant role to play in helping students reach higher‐learning outcomes.  相似文献   

How groups cooperate in a networked geometry learning environment     

Kevin Lai  Tobin White 《Instructional Science》2014,42(4):615-637

This paper presents a small group computing environment in which four students each control a different point in a geometric space, such that as a group they collectively manipulate the vertices of a quadrilateral. Prior research has revealed that students have considerable difficulty in learning about the interrelationships among quadrilaterals shapes. In this study, we investigated how a designed environment can help support students’ learning in this area. In particular, in a case study of two student groups, we used the notions of appropriation and objectification to explain how students learned from one another different ways of using the technology and of explaining geometric concepts to progress in their geometric reasoning. When the students did not attain a shared focus of attention, they were not able to appropriate others’ approaches to using the technology or explaining geometric concepts. In one group, although some individuals demonstrated learning gains, when the coordination among the group members fell apart, not all the members were able to benefit. On the other hand, another group which demonstrated more group-oriented behavior—listening to one another, sharing the same focus of attention, engaging in coordinated actions—was able to benefit as a whole and did better overall on individual assessments.  相似文献   

Investigating Cheaters     

Mimi White 《The Communication Review》2013,16(3):221-240

This article analyzes the American television program Cheaters. Cheaters advances itself as the most “realistic” of reality programs based on an ethnographic approach to the surveillance and exposure of infidelity. The program offers theoretical lessons in the vernacular of reality television, as it proliferates positions for the subjects in its narrative and raises questions about the relationship between seeing and believing. Every effort to show and tell more destabilizes the possibility of discerning the very truths it purports to uncover. In the process the program offers insights into the limits of reality television and into contemporary socio-cultural epistemology.  相似文献   

General Communications     

Joseph C. Goulden  Bryce Rucker  John Phelan  David Manning White  Marshall Fishwick  Ray B. Browne 《Communication Booknotes Quarterly》2013,44(6):59-60

Joseph C. Goulden's Monopoly (Pocket Books 77135, 95¢)

Bryce Rucker's The First Freedom (University of Southern Illinois Press, $2.85)

John Phelan's Communications Control (Sheed & Ward, $3.45)

David Manning White's edited collection Pop Culture in America (Quadrangle Books, $5.95/2.45)

Marshall Fishwick and Ray B. Browne's edited Icons of Popular Culture (Bowling Green University Popular Press, $1.00)

Don Fabun's Three Roads to Awareness (Beverly Hills, Calif.: Glencoe Press, $5.95/4.95)  相似文献