A broad BACEIS for improving thinking     

Hope Hartman  Robert J. Sternberg 《Instructional Science》1992,21(5):401-425

This article describes a theory of factors which affect intellectual performance. Many current programs and approaches to improving thinking skills tend to be overly narrow, often ignoring the affective domain and features of the environmental context. The BACEIS model is a comprehensive theory of internal and external factors affecting the development, retention and transfer of thinking and learning skills. The internal supersystem consists of cognitive and affective subsystems which interact with each other and with the external supersystem and its components. The external supersystem encompasses academic and non-academic subsystems. Three uses of the theory are discussed: for instructional design, to guide research, and to critique existing approaches.  相似文献   

Panopticism,play and the resistance of surveillance: case studies of the observation of student Internet use in UK schools     

Andrew Hope 《British Journal of Sociology of Education》2005,26(3):359-373

The introduction of Internet access into over 30,000 UK schools has led to the adoption of a variety of disciplinary policies, procedures and practices. Critically engaging with writings on panopticism, this paper explores the surveillance of student online activity. It is noted that Internet surveillance in schools includes control through physical observation and limited use of computer databases. For from being passive subjects of observation, some students actively resisted surveillance through physical concealment, virtual concealment and ‘sousveillance’. Noting that an often‐ignored feature of panopticism is entertainment, it is suggested that student resistance of Internet surveillance is best understood in terms of play and the desire to test authority.  相似文献   

Problem-Based Learning in 9th Grade Chemistry Class: ‘Intermolecular Forces’     

Leman Tarhan  Hulya Ayar-Kayali  Raziye Ozturk Urek  Burcin Acar 《Research in Science Education》2008,38(3):285-300

This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38 students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem, the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions and also social skills.  相似文献   

White Women Preparing to Teach in Urban Schools: Looking for Similarity and Finding Difference     

Felicia Saffold  Hope Longwell-Grice 《The Urban Review》2008,40(2):186-209

Research points to particular problems in the experiences of White teachers teaching students of color (Cochran-Smith et al., 2004). Despite good intentions, teaching students of diverse backgrounds and experiences can be challenging for teachers who are unfamiliar with their students’ backgrounds and communities. The purpose of this paper is to describe the development of notions about “good urban teaching” for three women in a preservice teacher preparation program. Reporting on two years of data, we show how the three women negotiated their beliefs and identities in light of program demands and classroom realities. The lack of synchronicity within the women’s experiences highlights that the traditional (white, female, middle class) students in preservice teacher education programs are not homogeneous. The significance of this difference is highlighted through the concept of heterogeneity. We define heterogeneity as the differences that exist among traditional students in preservice teacher preparation programs. Our research suggests that heterogeneity is complicit in the progress or lack of progress of preservice teachers developing professional identities. This paper was originally presented at the Annual Meeting of the American Education Research Association April 7–11, 2006 San Francisco, CA An erratum to this article can be found at  相似文献   

Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education   总被引：1，自引：0，他引：1  

Bell  Cheryl  Shepardson  Daniel  Harbor  Jon  Klagges  Hope  Burgess  Willie  Meyer  Jason  Leuenberger  Ted 《Journal of Science Teacher Education》2003,14(1):49-71

Journal of Science Teacher Education -  相似文献   

The west,the rest and the knowledge economy: a game worth playing?     

Svetlana Kostrykina  Kerry Lee  John Hope 《Perspectives: Policy and Practice in Higher Education》2018,22(2):58-67

The unprecedented geopolitical and economic shifts across the world have triggered much debate over the re-thinking of internationalisation of higher education (IoHE). This article discusses how a deeper understanding of the knowledge economy paradigm contributes to re-thinking IoHE, and how it reshapes the relations between the west and the rest in the international education industry. In the global knowledge race, the rules are set by the knowledge economy agenda, but these rules could be changed through appropriate IoHE strategies. The knowledge economy promotes a predominantly western-oriented knowledge paradigm, and IoHE contributes to its dissemination. For this reason, it is important to consider how the western theoretical underpinnings of IoHE and the knowledge economy are transformed and integrated in a given local context and if this game is worth playing.  相似文献   

Metacognition in teaching and learning: An introduction   总被引：2，自引：0，他引：2  

Hartman  Hope J. 《Instructional Science》1998,26(1-2):1-3

Instructional Science -  相似文献   

A TALK TO TEACHERS     

John Hope Franklin 《Equity & Excellence in Education》2013,46(6):8-10

  相似文献   

The shackled school internet: zemiological solutions to the problem of over-blocking     

Andrew Hope 《Learning, Media and Technology》2013,38(3):270-283

Despite widespread internet provision in UK schools, there is little evidence to suggest resultant, sustained educational benefit. Drawing upon the notion of over-blocking, this paper explores how narrow notions of digital learning and over-zealous responses to internet risks limit students’ educational experience. It is argued that this undermines digital literacy, raises questions about the future role of schools, exacerbates information poverty and limits the potential for democratic engagement. Adopting a zemiological approach privileging social harm may provide a solution to such problems insofar as it focuses on resolution not blame, existing issues rather than future ones and the facilitation of open, democratic discussion.  相似文献   

Promoting and Tracking the Use of Hospital Library Web Services by Outside Entities     

Hope Leman 《Medical reference services quarterly》2013,32(2):175-182

This column describes a process that can be used to market a hospital library Web service for use by external entities and monitor its use by the worldwide audience (e.g., medical, academic and public libraries, offices of research administration). Included are concrete suggestions to help hospital librarians in their efforts to encourage adoption of their Web service by other institutions.  相似文献