An examination of the research and training needs in the field of deaf education     

Luckner JL  Muir SG  Howell JJ  Sebald AM  Young J 《American annals of the deaf》2005,150(4):358-368

THE NATIONAL CENTER on Low-Incidence Disabilities conducted a needs assessment of the research and training needs in the field of deaf education. A total of 331 professionals, parents, administrators, and university faculty responded to the survey. Overall, respondents indicated that the number-one priority was to educate administrators about services that are appropriate for students who are deaf or hard of hearing. The second most important concern was how to work within the education system to change it. The third priority was teaching reading strategies. Additional priorities are reported for all respondents, as well as comparisons among the different respondent groups. Implications of the results are presented.  相似文献   

Literacy,subjectivity and the gender divide: ‘the freedom of writing implies the freedom of the citizen’ (Sartre, 1948)     

Beth Howell 《Gender and education》2008,20(5):511-525

The aim of the research project was to explore new ways in which we might evaluate boys’ and girls’ engagement and ‘performance’ in English at Key Stage 3. This paper draws on recent theories regarding literacy, identity and gender and includes an analysis of short stories written by boys and girls aged 12‐ to 13‐years‐old. An exploration of literacy, which relates here to the pupils’ treatment of theme, style and structure, will develop further an understanding of their ability to access the imagination and express original creative ideas. This discussion suggests ways to develop the teaching of creative writing and explores to what extent reading pupils’ narrative fiction might reveal their cultural literacy.  相似文献   

College Students’ Ability to Prove Mathematical Theorems with and without Training in Inference Patterns     

Edgar N. Howell  Richard Me Lander 《Journal of Experimental Education》2013,81(4):58-65

Based on the assumptions of the Taxonomy(4) and its definitions of the cognitive processes, it was hypothesized that the first four taxonomic levels are related to intelligence alone, but that performance on the upper two levels would require creative as well as intellectual abilities. The Lorge-Thorndike Intelligence Test, two creativity tests, and taxonomic tests were administered to 141 eleventh graders. Multivariate stepwise regression procedures were employed to determine the contributions of IQ and creativity to variation on the taxonomic tests. Results support the hypotheses. Implications are discussed in relation to Bloom’s model of mastery learning and the teaching for creativity.  相似文献   

Teachers making connections: Online communities as a source of professional learning     

Jennifer Duncan‐Howell 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(2):324-340

The impact of the Internet on our lives has been pervasive. People are increasingly turning to the social interaction available on the Internet to satisfy their needs, whether these are professional or personal. The Internet offers users fast access to social contacts such as online chat groups and discussion lists, helping us to make connections with others. Online communities are being increasingly used by teachers for professional support, guidance and inspiration. These are often organised around subject areas and offer teachers opportunities to develop both personally and professionally. Online communities may present as a source of continuous professional development for teachers as they are able to deliver authentic and personalised opportunities for learning. This paper will present the findings of a study that was conducted on three online communities for teachers. It will explore the nature of online community membership and offer some conclusions regarding their potential as a source of professional learning for teachers.  相似文献   

Potential mediators of adjustment for preschool children exposed to intimate partner violence     

Laura E. Miller  Kathryn H. Howell  Sandra A. Graham-Bermann 《Child abuse & neglect》2012,36(9):671-675

  相似文献   

Effect of Isometric and Isotonic Exercise Programs upon Muscular Endurance     

Maxwell L. Howell  Ray Kimoto  W. R. Morford 《Research quarterly for exercise and sport》2013,84(4):536-540

Abstract

Three groups of 11 subjects enrolled in required physical education were equated on the basis of bicycling for two minutes at 14 kg. resistance. Group I did weight training, Group II used the Commander Set series of isometric contractions, and Group III participated in normal activities. At the conclusion of the 8-week experimental period all subjects were retested on the bicycle ergometer under the original conditions. Both experimental groups showed statistically significant improvements in the bicycle ergometer test and there were no statistically significant differences between the means of the differences between the initial and final scores of the two experimental groups. It is hypothesized that increases in muscular endurance may be effected by certain programs of isometric contractions as well as by isotonic exercises.  相似文献   

Interrace Rapprochement     

J. Howell Atwood 《Religious education (Chicago, Ill.)》2013,108(7):544-546

  相似文献   

The Sidney circle and the protestant cause in Elizabethan foreign policy     

Roger Howell Jr. 《Culture, Theory & Critique》2013,54(1):31-46

  相似文献   

Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis     

Melissa Evans-Andris  Diane W. Kyle  Ann E. Larson  Harrie Buecker  W. Blake Haselton  Penny Howell 《Peabody Journal of Education》2014,89(4):466-481

  相似文献   

Learning to argue: A study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students     

Jonathan Osborne  Shirley Simon  Andri Christodoulou  Christina Howell‐Richardson  Katherine Richardson 《科学教学研究杂志》2013,50(3):315-347

This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11‐ to 16‐year‐old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315–347, 2013  相似文献