Continuing Education Programs (CEP), an image of the professions: The case of social work     

Zmira Laufer  Nachman Sharon 《Higher Education》1993,26(3):267-274

Although most social work continuing education units operate within stable academic institutions, this stability does not extend to the operation of these units. The greatest impediment is the demand by university administrators that the units operate on a pay as you go basis and turn any surplus revenues to the university for its discretionary use. In trying to meet university conditions while maintaining high standards of service, the units face several difficulties including competition from private providers, high costs, fewer sponsors, and indifferent faculty.In funding and budgeting the units for continuing education, universities tend to ignore two key arguments. The first is that CEP provide public services with spill over effects that add indirect demand to the demand expressed through registration. The second is that building quality into professional programs requires long term investments that forego immediate profits.Because continuing education programs are an image of their profession, social work programs need to correspond to the profession they serve, a profession that produces public goods (and services) while seeking to assure quality within non-profit environments. Unless universities assume a lead role in supporting these efforts through new approaches, continuing education programs will only be partially successful in fulfilling their mission.  相似文献   

Cracking the Resource Nut With Distributed Problem-Based Learning in Secondary Teacher Education     

Constance A. Steinkuehler  Sharon J. Derry  Cindy E. Hmelo-Silver  Matt Delmarcelle 《Distance Education》2002,23(1):23-39

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Relative effectiveness of reading practice or word-level instruction in supplemental tutoring: how text matters     

Vadasy PF  Sanders EA  Peyton JA 《Journal of learning disabilities》2005,38(4):364-380

In this quasi-experimental study, which is part of a series of investigations on supplemental reading tutoring variations, the relative effectiveness of more intense decoding instruction or text reading practice was examined. Fifty-seven first-grade students scoring in the lowest quartile for reading skills received either classroom reading instruction or one of two treatments: tutoring in word study with text reading practice, or word study tutoring alone. Individual instruction was provided by trained paraprofessional tutors. At the end of first grade, treatment students significantly outperformed their nontutored peers on measures of reading accuracy, reading comprehension, reading efficiency, passage reading fluency, and spelling. Differential treatment effects on passage reading fluency are examined, taking into consideration pretest skill levels and text reading practice characteristics.  相似文献   

Comparing State and District Test Results to National Norms: The Validity of Claims That "Everyone Is Above Average"   总被引：1，自引：0，他引：1  

Robert L. Linn  M. Elizabeth Graue  Nancy M. Sanders 《Educational Measurement》1990,9(3):5-14

Are all states and nearly all districts claiming that their students are above the national average? If so, are the test results “inflated and misleading?” What are the factors that contribute to the abundance of “above average” scores?  相似文献   

Kids Having Kids: Models of Intervention     

Janet Suner  Sharon Nakamura  Rick Caulfield 《Early Childhood Education Journal》2003,31(1):71-74

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A “Toolkit” for developing critically reflective science teachers     

Sharon E. Nichols  Deborah Tippins  Katherine Wieseman 《Research in Science Education》1997,27(2):175-194

The purpose of this paper is to describe various “tools” we use to facilitate critical reflection as we teach prospective science teachers. The notion of “tools” refers to materials and experiences used to facilitate prospective teachers’ critical reflection on science teaching and learning. Reflective tools are not intrusive devices used by instructors to analyse mechanically what prospective teachers are learning; rather, these tools are intended to provide prospective teachers with the means to generate and critique their own views of science teaching and learning. Each tool is described herein with respect to its potential use and the way in which it is introduced to prospective science teachers. We conclude with discussion of the potential for reflective tools to contribute to research on reform of science teacher education, with particular attention to primary teacher preparation.  相似文献   

Embryo bill could allow children to trace biological fathers     

Kingman S 《New scientist (1971)》1989,124(1696-1697):5

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Factors Influencing Nursing Students’ Intention to Practice Sexuality Education in their Professional Work     

Dganit Sharon  Ayala Gonen  Ira Linetsky 《American journal of sexuality education》2020,15(2):262-278

Abstract

Sexuality has an essential part in human lives and can be affected by changes in one’s health status. Since the nursing profession delivers holistic care for patients, nurses must have the knowledge and skills to deliver care concerning sexuality. Evidence from the professional literature demonstrates that nurses do not address sexuality care consistently, mainly due to different factors such as lack of knowledge, skills, and cultural attitudes. This study’s purpose was to learn about the factors that affect nursing students’ willingness to grasp the nurse’s role as a sexuality educator in practice prior to establishing a specified course in sexual education for BSN students. A quantitative study was conducted in a college at the center of Israel, with a convenience sample of nursing students in a BSN program (n?=?214). The research tool was a questionnaire designed to assess the knowledge, attitudes, and willingness of nursing students to practice sexuality education in the future. The study’s approach was based on Ajzen’s Theory of Planned Behavior. Results indicated that self-efficacy is the main mediator between attitudes and intentions. There is a need to reinforce nursing student’s self-efficacy on the subject to increase their intention to practice it in the future.  相似文献   

Achieving Academic Literacy: Disciplined Discourse     

Sharon Parry 《高等教育研究与发展》1989,8(2):147-159

Concerns that students increasingly come to tertiary studies ill‐prepared for academic pursuit in the disciplines have generated a broad range of supplementary tuition in Australian Universities during the past decade. Many researchers and tertiary teachers have from experience realized that tertiary learning skills are very much context‐, or discipline‐specific. This paper is concerned with making context‐specific expectations known to students through a process of ‘showing how’, rather than ‘telling what’. Two highly specialized teaching structures were used to generate appropriate questions for students, thereby providing parameters for their search and research and ultimately, their writing in the discipline.  相似文献   

The ontogeny of the feature-positive effect in young chicks     

James S. Miller  Sanders A. McDougall  James F. Zolman 《Learning & behavior》1988,16(2):195-198

The wide generality of the feature-positive effect (FPE) has caused speculation that the FPE may represent innate biases in the stimulus control of discriminative responding. There is little experimental evidence to date ragarding this possibility. In the present study, 1- or 4-day-old chicks were trained on a feature-positive (FP) or feature-negative (FN) discrimination with heat reinforcement. After the acquisition phase, these subjects received extinction training followed by a reacquisition phase. The FP performance was superior to the FN performance in both age groups. Extinction resulted in improved discrimination performance in both the FP and FN conditions. Unmasking of FN learning by the extinction treatment suggests that the FPE represents a deficit in performance, rather than an inability to learn the FN task. These data demonstrate that adult-like performance on feature discriminations is evident as early as the first day post-hatch.  相似文献