Visualizing communication structures in science classrooms: Tracing cumulativity in teacher‐led whole class discussions     

Sami Lehesvuori  Jouni Viiri  Helena Rasku‐Puttonen  Josephine Moate  Jussi Helaakoski 《科学教学研究杂志》2013,50(8):912-939

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Content and method     

Anna Loe Russell  T. P. Yeatman  Ray E. Bruce  Gurney Chambers  Mohammed Sabie  Josephine H. Magnifico 《Peabody Journal of Education》2013,88(3):184-185

Educational Sociology: A Subject Index of Doctoral Dissertations Completed at American Universities, 1941–1963. Francesco Cordasco and Leonard Covello, compilers. (New York: Scarcecrow Press, 1965. Pp. 226. $5.00.)

The Prospective Teacher's Knowledge of Library Fundamentals. Ralph Perkins. (New York: Scarcecrow Press, 1965. Pp. 202. $4.50.)

Adolescents and the Schools. James S. Coleman. (New York: Basic Books, 1965. Pp. 121. $4.50.)

The Emergent in Curriculum. Gail M. Inlow. (New York: John Wiley and Sons, Inc., 1966. Pp. 353. $6.95.)

Studying History: How and Why. Robert V. Daniels. (New York: Prentice‐Hall, 1966. Pp. 105. $1.50. Paperback)

Physical Education: A Problem‐Solving Approach to Health and Fitness. Perry B. Johnson and others. (New York: Holt, Rinehart and Winston, 1966. Pp. 486. $6.95.)

Teaching Contemporary Mathematics in the Elementary School. Charles F. Howard and Enoch Dumas. (New York: Harper and Row, 1966. Pp. 309. $7.50.)

Education in Metropolitan Areas. Robert J. Havighurst. (Boston: Allyn and Bacon, 1966. Pp. 260. $3.50 Paperback)

The Adolescent Experience. Elizabeth Douvan and Joseph Adelson. (New York: John Wiley and Sons, 1966. Pp. 471. $7.95.)  相似文献   

II. THE IMPACT OF PHYSICAL SELF‐REFERENCE ON PRESCHOOLERS’ MEMORY FOR DEPICTED ACTIONS     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):17-24

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V. I REMEMBER ME: IMPLICATIONS,LIMITATIONS, AND APPLICATIONS     

Josephine Ross  James R. Anderson  Robin N. Campbell 《Monographs of the Society for Research in Child Development》2011,76(3):68-79

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Digital Knowledge Resources Sharing Through Online Distance Education Course     

Josephine Yu Chen Sche 《现代图书情报技术》2002,(Z1)

Since the electronic resources and Internet Web sites became popular, distance education courses offered via the Internet could play an important role in providing global digital resources and teaching the knowledge of international library and information standards for bibliographic databases with electronic and web resources.This paper uses the example of the author‘s new online course: ILS 608 Cataloging and Development of a Digital Union Catalog for Ancient Chinese Books to demonstrate the global re...  相似文献   

Curriculum Mapping in Academic Libraries     

Heidi Buchanan  Katy Kavanagh Webb  Amy Harris Houk  Catherine Tingelstad 《New Review of Academic Librarianship》2015,21(1):94-111

Librarians at four different academic institutions concurrently completed curriculum mapping projects using varying methods to analyze their information literacy instruction. Curriculum mapping is a process for systematically evaluating components of an instructional program for cohesiveness, proper sequencing, and goal achievement. There is a dearth of documentation of how this process has applied to an information literacy curriculum; however, the benefits of an organized examination of course progression is clear. The librarians explored curriculum mapping using different methodologies and approaches in order to formulate a more strategic approach to teaching students information literacy skills.  相似文献   

From human resources to human rights: Impact assessments for hiring algorithms     

Yam  Josephine  Skorburg  Joshua August 《Ethics and Information Technology》2021,23(4):611-623

Ethics and Information Technology - Over the years, companies have adopted hiring algorithms because they promise wider job candidate pools, lower recruitment costs and less human bias. Despite...  相似文献   

For our sister Xiou Qin     

Josephine Ho 《Inter-Asia Cultural Studies》2013,14(1)

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Educational Television—Report on a visit to America     

Sister Marie Josephine 《Educational Media International》2013,50(2):64-73

On Saturday 2nd July 1966, I left Glasgow by air and reached Boston that evening. Emmanuel College was my place of residence while I followed a course in Educational Research methods which was given by Professor Donald Spearitt and others at the Graduate School of Education of the University of Harvard. I worked mainly in Longfellow Hall and the newly erected Larsen Hall on the Appian Way, Cambridge. Privileged access to libraries, including the famous Widener Library, was granted to me. That semester in Harvard was particularly valuable in providing standards with which to evaulate and appreciate the work I was later to see in many studios and classrooms throughout the USA. I also had the advantage of discussing problems with first-rate educationists who suggested the most useful places to visit and introduced me to key people in the world of Instructional Television.  相似文献   

Exploring teachers' perceptions of children's imaginative writing at home     

Josephine Brady 《English in Education》2009,43(2):129-147

This study explores an area of writing that has been largely neglected – children’s imaginative writing at home. In an educational climate dominated by the standards agenda and top‐down directive discourses, this study draws inspiration from children who are creating opportunities for writing themselves and are developing agency through their writing at home. The positive approach to reading advocated in Margaret Clark’s (1976) seminal work on ‘young fluent readers’ has been very influential. Rather than reporting what children are unable to do, Clark explored the early experiences and home setting of competent pre‐school readers, posing the question: what can they teach us? Taking this lead, one of the premises of this study is that we should similarly seek to understand the experiences of young competent writers so that we can learn more about children who choose to write of their own volition outside of school. This paper presents the findings of the preliminary phase of an ongoing doctoral study. Drawing on questionnaire data, it specifically focuses upon Year 5 and 6 teachers’ views of children’s imaginative home writing, exploring problems of identification and teachers’ perceptions of their pupils as imaginative writers at home.  相似文献