A Review of “The Nature Principle: Human Restoration and the End of Nature-Deficit Disorder,”     

Clifford E. Knapp 《The Journal of environmental education》2013,44(3):206-207

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The state of the art‐in some places     

Clifford R. Le Blanc 《Peabody Journal of Education》2013,88(4):256-260

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A transpersonal model for teacher reflectivity     

Clifford Mayes 《课程研究杂志》2013,45(4):477-493

The past decade has witnessed a dramatic increase in scholarship relating to teacher reflectivity. Typically, 'reflectivity', in this context, refers to teachers' critical examination of the political and biographical factors that have led them to teaching and have been instrumental in defining their internal models of what defines good practice. However, the literature on reflective teacher education rarely delves into what may be called 'spiritual reflectivity' - or the exploration of deeper ontological commitments and constructs regarding teaching. In this essay, I discuss how, as a teacher educator, I have drawn from a Buddhist developmental model to deepen my spiritual reflectivity as a teacher.  相似文献   

The Holmes reports: perils and possibilities     

Clifford Mayes 《Teaching and Teacher Education》1998,14(8):775-792

There has not yet been an attempt to categorize or critique the substantial body of literature that has arisen around the Holmes Group’s three reports regarding the treatment of teaching and teacher education: Tomorrow’s Teachers (1986), Tomorrow’s Schools (1990) and Tomorrow’s Schools of Education (1995). This article represents an initial attempt to do so, as well as to discuss what impact, if any, the Holmes suggestions have had on current practice. This literature revolves around the themes of gender, professionalism, and epistemology—themes which have dominated discussions of American teacher education for at least 150 years. Criticism of the reports accuses the Holmes Group of covering over and even perpetuating dilemmas related to thee issues with politically calculating pseudo-solutions. Favorable responses to the Holmes reports generally claim that they ‘professionally’ empower teachers by showing increased respect for teachers’ ways of knowing and doing in the classroom.  相似文献   

Stewards of the Land: The American Farm School and Greece in the Twentieth Century     

Clifford Putney 《Journal of American culture (Malden, Mass. : 2003)》2005,28(3):339-340

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Text mining in business libraries     

Clifford B. Anderson 《Journal of Business & Finance Librarianship》2017,22(2):149-165

This article considers the increase in business research that involves text-mining techniques. The authors provide a brief survey of possible text-mining applications in business school research, the steps and life cycle of text-mining projects, and a text-mining case study from Vanderbilt University Library and the Owen Graduate School of Management. The authors give suggestions on how libraries and librarians can increase skills and services to partner with researchers and support this form of research.  相似文献   

Doctoral study attrition in psychology     

Clifford E. Lunneborg  Patricia W. Lunneborg 《Research in higher education》1973,1(4):379-387

Academic careers of the 123 students admitted to a doctoral program in psychology between 1963–1967 were reviewed. The attrition rate was 35%, while 29% completed a Ph.D. within four years. While there was no evidence that women were discriminated against in acceptance, attrition was significantly higher among them than among men. Fifteen traditional predictors including GRE scores, undergraduate GPA, letters of recommendation, and prior graduate work were correlated with 13 criteria such as first and later years' graduate GPA, first-year faculty evaluation, withdrawal from program, and completion of Ph.D. Correlations of predictors with the four most important criteria of graduate success revealed that undergraduate GPA, letters of recommendation, major, and quality of undergraduate department were correlated positively with first-year performance but not with eventual success. The best predictors of the ultimate criterion, the Ph.D., were having a master's degree at entrance, age and marital status (the latter two highly correlated with the first), and first-year faculty evaluation. Inasmuch as the last was the best single predictor of the long-term criteria of years of successful study and obtaining the Ph.D., it is suggested that more attention be given by departments to the systematic development and use of early faculty evaluations of the performance of selected students rather than continuing to be concerned with perfecting selection.Carol Lillie (Rater 1) and Virginia de Wolf (Rater 2) assisted in data collection and development of letter rating schemes referred to. These may be requested from the Bureau of Testing, University of Washington, Seattle 98195.  相似文献   

AWARDING CREDIT FOR NONCOLLEGIATE LEARNING IN ILLINOIS COLLEGES AND UNIVERSITIES     

Clifford L. Shisler  Sonja A. Eveslage 《Community College Journal of Research & Practice》2013,37(4):309-318

A survey of all Illinois community and senior institutions was conducted to determine which noncollegiate learning experiences are awarded credit. The survey showed that most institutions credit some kinds of noncollegiate learning, although the extent varied by validation modes. Public community colleges appear to be most receptive to crediting noncollegiate experiences, but overall, the awarding of credit appears to be related to the ease of using the validation mode and the length of time the system has been in use.  相似文献   

II. WHAT THE TEACHERS SAY     

Clifford Manshardt 《Religious education (Chicago, Ill.)》2013,108(6):371-376

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Stylish academic writing     

Valerie Clifford 《高等教育研究与发展》2013,32(5):866-867

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