Florida Conference on Religions     

Virginia R. Hughes  J. Malcolm Forbes 《Religious education (Chicago, Ill.)》2013,108(6):553-557

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GCSE mathematics in further education: challenging beliefs and practices     

Malcolm Swan 《Curriculum Journal》2013,24(2):199-223

This paper describes the outcomes of a two-year study on the beliefs and practices adopted by four FE teachers in their attempt to teach one-year GCSE retake classes and the subsequent effects on students' learning. In the second year of the study, an attempt was made to perturb these practices by introducing a substantial collection of classroom discussion resources. These focused on well-known conceptual obstacles and were intended to provoke cognitive conflict and reflection. Modest, yet significant learning gains were observed with two of the classes, but not with the others. Reasons for this appear to be related to teachers' beliefs about learning.  相似文献   

The high cost of speech change     

Malcolm Lieblich 《Communication quarterly》2013,61(2):47-51

The results of the statistical analyses completed in this study indicated that effective student actors were more aesthetically oriented, less economically and politically oriented, and less sociable than were ineffective student actors.  相似文献   

Mixing distance and face‐to‐face higher education     

Malcolm Tight 《Open Learning》2013,28(1):14-18

There is an unreal demarcation in higher education between distance and face‐to‐face providers, argues Malcolm Tight, Director of the Centre for Research and Development in Part‐time Higher Education at Birkbeck College, University of London. Given the undoubted success of distance education, established by the Open University and others, there is now a strong case for diversifying methods of provision in higher education, in the interests of expanding opportunities for students and increasing the effectiveness of teachers.  相似文献   

The Charter School Challenge: Avoiding the Pitfalls, Fulfilling the Promise;: Bryan C. Hassel; Brookings Institution Press, Washington, D.C., 1999, v+191 pages, cloth, $39.95.     

Malcolm Getz 《Economics of Education Review》2000,19(4):465

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Academic working lives: experience,practice and change     

Malcolm Tight 《高等教育研究与发展》2014,33(5):1082-1084

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Object Lessons [Pitt Rivers Museum,Oxford]     

Malcolm Reed 《Changing English: An International Journal of English Teaching》2014,21(3):261-263

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Brain drain from the Arab world     

Malcolm S. Adiseshiah 《Prospects》1970,1(4):64-67

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Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics     

Russell Tytler  David Symington  Linda Darby  Cliff Malcolm  Valda Kirkwood   《Teaching and Teacher Education》2011,27(5):871-879

This paper explores aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified a range of issues including tensions between government, school and individual professional learning priorities and their respective responsibilities; the shaping of professional development by rurality; and issues of generic versus subject-specific professional learning. The paper will focus on the needs of teachers, particularly secondary teachers, for subject-specific professional development and the capacity of different professional development approaches for satisfying these needs. The notion of discourse communities is proposed as a framework for considering this issue.  相似文献   

Genome Consortium for Active Teaching: meeting the goals of BIO2010   总被引：2，自引：2，他引：0  

Campbell AM  Ledbetter ML  Hoopes LL  Eckdahl TT  Heyer LJ  Rosenwald A  Fowlks E  Tonidandel S  Bucholtz B  Gottfried G 《CBE life sciences education》2007,6(2):109-118

The Genome Consortium for Active Teaching (GCAT) facilitates the use of modern genomics methods in undergraduate education. Initially focused on microarray technology, but with an eye toward diversification, GCAT is a community working to improve the education of tomorrow's life science professionals. GCAT participants have access to affordable microarrays, microarray scanners, free software for data analysis, and faculty workshops. Microarrays provided by GCAT have been used by 141 faculty on 134 campuses, including 21 faculty that serve large numbers of underrepresented minority students. An estimated 9480 undergraduates a year will have access to microarrays by 2009 as a direct result of GCAT faculty workshops. Gains for students include significantly improved comprehension of topics in functional genomics and increased interest in research. Faculty reported improved access to new technology and gains in understanding thanks to their involvement with GCAT. GCAT's network of supportive colleagues encourages faculty to explore genomics through student research and to learn a new and complex method with their undergraduates. GCAT is meeting important goals of BIO2010 by making research methods accessible to undergraduates, training faculty in genomics and bioinformatics, integrating mathematics into the biology curriculum, and increasing participation by underrepresented minority students.  相似文献