排序方式： 共有48条查询结果，搜索用时 15 毫秒
11.
Doctoral students' inexperience in publication writing poses a challenge to higher education faculties. The approach detailed here to collegial writing—professors and students working as colleagues—offers one response. The assumptions guiding the course are followed by an elaboration of its key structuring components. The article concludes with a discussion of five lessons essential to the replication of a similar publication writing workshop in other settings. Among them are adopting a process model, electing a nontraditional course mode, employing cooperative learning as the dominant strategy, and drawing on schoolwide faculty to broaden perspectives on publication.Margo A. Figgins, Assistant Professor of English Education at the University of Virginia, directs the University's Young Writers Workshop, co-directs the Central Virginia Writing Project and, as a poet, works with Virginia students and teachers through the state's Artists-in-Education program.Harold J. Burbach is Associate Professor of Education at the University of Virginia. 相似文献
12.
Margo C O'Sullivan 《Compare》2002,32(2):219-237
Implementation is currently considered a critical stage of educational reform. This article focuses on the pivotal role of teachers in the achievement of effective implementation. They ultimately implement reforms. The teacher's role in the reform process however, has received little empirical research attention and tends not to be seriously considered by policy makers. This article discusses the findings of a three-year (1995-1997) research study in Namibia which suggests that the failure of policy makers to take into account the realities within which teachers work, their 'classroots realities', led to the development of English Language Teaching reforms that were significantly beyond teachers' capacity. Consequently, teachers did not successfully implement them. The article explores this within a framework of objective and subjective 'classroots reality' implementation factors. In view of the paucity of empirical research that explores implementation, this framework can improve our understanding of the depth and complexity of the implementation process and provide useful guidelines upon which policy makers can draw. 相似文献
13.
In this summative discussion, we respond to Crockett's proposals about supporting science in the schoolhouse, and we summarize and reflect on the perspectives of the commentators. Overall, they identify discussion points in issues of science in schooling, implementation of scientific practices, teacher training and professional development, and issues in educational administration and leadership. We agree with Crockett and the commentators that intensive efforts in all these areas must be made to strengthen the role of science in the schoolhouse. 相似文献
14.
Thomas E. Scruggs Margo A. Mastropieri Joel R. Levin 《Educational technology research and development : ETR & D》1986,34(2):83-88
Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under
either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was
paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by
two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels
were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition,
three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly
and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome
stimulus-produced interference are discussed. 相似文献
15.
Previous research has identified a negative correlation between developmental outcomes and length of early intervention programs. In the present investigation, these counterintuitive findings were examined on a sample of “at risk” children who had received a home-based infant development program and who had been enrolled at different age levels. Findings indicated that treatment length was negatively, but not significantly, correlated with developmental outcome. In addition, start age was found to be significantly negatively correlated with outcome, suggesting that certain developmental indices may decrease over time for certain populations. When the regression of time with start age was taken into account in the analyses, large and reliable treatment effects were observed at all start age levels. Results are discussed with respect to future research endeavors. 相似文献
16.
17.
哥廷根大学开放获取运动的具体举措,涉及开放获取出版、开放获取知识库建设、开放获取项目组织和宣传等各个方面,通过相应的开放获取出版与存储协议、激励政策等机制建设,主持或参与德国、欧洲和全球的开放获取项目及组织来推进开发获取发展,为建设开放获取基础设施和推动欧洲及全球的开放获取进程做出了积极贡献。 相似文献
18.
Margo L Brewer Helen Flavell Franziksa Trede Megan Smith 《International Journal of Leadership in Education》2018,21(5):580-592
Universities face increasing pressure not only to embed interprofessional education within health education curricula but also to prepare graduates as catalysts of change for interprofessional, team-based approaches to health care delivery. Currently, few leadership programmes exist that support the expansion of interprofessional education. This paper describes the development, implementation and evaluation of a leadership programme aimed to build faculty and health practitioners’ capacity to become change agents for interprofessional education and practice. The programme was delivered by two Australian universities, each in partnership with a local health care provider. A mixed method approach was adopted to measure participants’ pre- and post- knowledge, reactions to the programme, planned and reported behavioural changes, and organizational outcomes. The programme was positively evaluated and reported to increase participants’ understanding of interprofessional education and practice. Follow up with participants suggested the programme had facilitated the implementation of interprofessional education and practice in both academic and practice contexts. 相似文献
19.
This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild disabilities, were randomly assigned to treatment and traditional conditions, delivered over 10 weeks of instruction. All students were given a pretest, three unit tests, and a posttest. Overall findings revealed that experimental condition classes statistically outperformed comparison condition classes on content learned; this was true for target content (taught directly in the experimental condition) as well as nontarget content (related information not included in the experimental condition). Implications for inclusive content area instruction are provided. 相似文献