Improving classroom instruction in training settings: A three phase program     

Carol Carrier  Kathleen Dalgaard 《Performance Improvement》1985,24(2):13-15

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The Interplay of Psychology and Mathematics Education: From the Attraction of Psychology to the Discovery of the Social     

Karen François  Kathleen Coessens  Jean Paul Van Bendegem 《Journal of Philosophy of Education》2012,46(3):370-385

It is a rather safe statement to claim that the social dimensions of the scientific process are accepted in a fair share of studies in the philosophy of science. It is a somewhat safe statement to claim that the social dimensions are now seen as an essential element in the understanding of what human cognition is and how it functions. But it would be a rather unsafe statement to claim that the social is fully accepted in the philosophy of mathematics. And we are not quite sure what kind of statement it is to claim that the social dimensions in theories of mathematics education are becoming more prominent, compared to the psychological dimensions. In our contribution we will focus, after a brief presentation of the above claims, on this particular domain to understand the successes and failures of the development of theories of mathematics education that focus on the social and not primarily on the psychological.  相似文献   

Validating Automated Measures of Text Complexity          下载免费PDF全文

Kathleen M. Sheehan 《Educational Measurement》2017,36(4):35-43

Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students’ responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed.  相似文献   

Writing for Social Scientists: How to Start and Finish Tour Thesis,Book, or Article.     

Sharon ABBEY Bev BAILEY  Jane Dubrick  Kathleen Moore  Joyce Nyhof-YOUNG  Erminia Pedretti  Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102

Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations.  相似文献   

TEACHING GERONTOLOGY VIA DISTANCE EDUCATION: VARIETY IS THE KEY TO SUCCESS     

Kathleen W. Piercy 《Educational gerontology》2013,39(7):665-675

Teaching gerontology via distance education is growing in popularity. Yet, many challenges are encountered by those teaching gerontology at a distance; some technological and others pedagogical in nature. Successful strategies for structuring and teaching televised gerontology courses are presented in this paper. Strategies focus on types of teacher preparation, use of pedagogical tools, development and maintenance of rapport with students at remote sites, and ways to improve teaching of distance education classes in gerontology. It is argued that workload and compensation for instructors teaching distance education need to be addressed by administration in order to develop high quality distance education programs.  相似文献   

Student teacher portfolios: A portrait of the beginning teacher     

Kathleen Montgomery 《The Teacher Educator》2013,48(4):216-225

Abstract

This article describes a student teacher portfolio for use as an interviewing tool. A review of the research on hiring practices indicated that prospective employers reviewed the following competencies of teacher candidates: planning skills, classroom management philosophy, reflective abilities, knowledge of appropriate assessment methods, and the initiative to do more than is expected. Therefore, the recommended sections of the student teacher portfolio are Self‐Assessment; Philosophy of Classroom Management; Planning, Implementation, and Assessment Skills; and Special Projects and Activities. Because prospective employers indicated that they would devote limited time to reading a portfolio, student teachers are instructed to make all sections only six to eight pages long. Professionally arranged appendixes can then be used to provide the employer with specific evidence for claims made in the main body of the portfolio.  相似文献   

Public access to government information: Issues,trends, and strategies: By Peter Hernon and Charles R. McClure Norwood,N.J.: Ablex Publishing, 1984, 457 pages, $49.50 (cloth), $25.00 (paper). ISBN 0-89391-252-2 (cloth). ISBN 0-89391-100-3 (paper). LC 83-25797.     

Kathleen M. Heim 《Government Information Quarterly》1984,1(4):463-465

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Continuing Supervision in the School     

George M. Appleton  James C. Hansen 《Counselor Education & Supervision》1968,7(3):273-281

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INTERDISCIPLINARY RESEARCH EDUCATION IN COMMUNICATION AND SOCIAL INTERACTION AMONG HEALTHY OLDER ADULTS     

Charles T. Scialfa  Kathleen Pichora-Fuller  Pat Spadafora 《Educational gerontology》2013,39(9):733-750

An innovative gerontology education program was developed to advance research on aging that is interdisciplinary and promotes the translation of knowledge from lab to life. The program focuses on communication and social interaction in healthy aging. It brings together faculty mentors, graduate students, and post-doctoral fellows from six different postsecondary institutions in Canada. The program unifies basic laboratory research in hearing, vision, and cognition with applied research in audiology, biomedical engineering, optometry, psychology, speech-language pathology, human factors, and social work. The design, implementation, and evaluation of the first year of the program are described and future directions are suggested.  相似文献   

Interaction between Reading Test Results and Elementary Reading Programs 1     

Mogens Hansen 《Scandinavian Journal of Educational Research》2013,57(2):79-89

Hansen, M. 1979. Interaction between Reading Test Results and Elementary Reading Programs. Scandinavian Journal of Educational Research 23, 79‐89. All Pupils in grades 2‐4 in suburban Lyngby‐Taarbæk north of Copenhagen are tested each year with silent reading tests. In the school years 1975‐77 the results have been analyzed in a systematic dialogue between teachers of the mother tongue and reading specialists. This interaction seems to be a potent mechanism for change in educational planning. The individual class ‐ as the educational unit with common developmental conditions ‐ is given most weight in the analysis. The teacher's awareness of the reading development in the class is raised,’and the focus on individual children is related to the specific class. The general reading progress in Lyngby‐Taarbæk has been raised, and the number of pupils with severe reading problems has been reduced after some years of an unsatisfactory gradual lowering of general reading proficiency in the first school years. Results are used exclusively for internal evaluation.

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