Media and Politics in a Globalizing World     

Tanner Mirrlees 《广播与电子媒介杂志》2018,62(1):189-191

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Approaches to Biology Teaching and Learning: Learning Styles and the Problem of Instructional Selection—Engaging All Students in Science Courses     

Kimberly Tanner  Deborah Allen 《CBE life sciences education》2004,3(4):197-201

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Research productivity and perceived teaching effectiveness: A survey of economics faculty     

Thomas C. Noser  Herman Manakyan  John R. Tanner 《Research in higher education》1996,37(3):199-221

The relationship between research productivity and teaching effectiveness has long been a controversial topic among university professors. This study utilizes a nationwide survey of economics faculty to examine the relationship between research productivity and classroom performance, using self-reported measures of research output and teaching evaluation scores, and to solicit the participants' opinions on this issue. Findings indicate a very weak relationship between research output and teaching effectiveness. However, individual and institutional characteristics seem to explain some differences in research output and teaching evaluation scores. Further, faculty opinions on the research-teaching relationship seem to be influenced by institutional and individual characteristics.  相似文献   

Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades     

Tanner LeBaron Wallace  Hannah C. Sung 《Journal of Experimental Education》2017,85(3):425-449

Autonomy support in classrooms is believed to coordinate students' inner motivational resources in ways that enhance student engagement (e.g., Jang, Kim, &; Reeve, 2012 Jang, H., Kim, E. J., &; Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. Retrieved from http://dx.doi.org/10.1037/a0028089[Crossref], [Web of Science ®] , [Google Scholar]). Yet, to our knowledge, no study has investigated student-generated interpretations of the motivational significance of their teachers' autonomy-supportive practices. Interpretations gathered from students' responses to video clips of their own teacher were studied with a diverse sample of students (N = 59, 50.8% male, 64.4% African American) in six urban classrooms from fourth- to eighth-grade class sections. Through this method of cued video response, we explore whether or not students experience the significance of autonomy-supportive instructional events or interactions as motivational theory predicts. Our results suggest that consideration of the social and relational features of the classrooms within which teachers enact autonomy support may identify influential contextual factors relevant to how and why autonomy support is linked to positive outcomes.  相似文献   

Review Essay: Historicizing U.S. Imperial Culture     

Tanner Mirrlees 《The Communication Review》2013,16(2):176-191

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Choosing the Right Subjects in Significant Life Experiences Research     

Thomas Tanner 《Environmental Education Research》1998,4(4):399-417

Research on significant life experiences (SLE) can achieve its potential importance only when it studies the right people for the right reason. Here I scrutinize ten research reports, and conclude that many do not. Historical information is incorporated in text and footnotes to place SLE research into the intellectual history of contemporary environmental education.  相似文献   

Gender Differences in Pupil Attitudes to the National Curriculum Foundation Subjects of English,Mathematics, Science and Technology in Key Stage 3 in South Wales     

Dave Hendley  John Parkinson  Andrew Stables  Howard Tanner 《Educational studies》1995,21(1):85-97

The attitudes of pupils in South Wales to mathematics, English, science and technology were tested using a Likert‐type attitude scale. Pupils were selected from National Curriculum Key Stage 3, specifically Year 9 (age 13‐14 years). Schools were selected by their position in the 1992 National League tables produced by the Welsh Office, the schools being placed into one of four bands. The number of schools involved was 34 and the number of pupils 4263. This represents 15.3% of the total population of school children of age 13‐14 years in the region (Welsh Office, 1993). The results show gender differences in attitudes to English, mathematics, science and technology and some between school differences. The results are subjected to a factor analysis and are discussed in relation to groups of statements reflecting key aspects of each subject scale.  相似文献   

Characteristics of Successful Collaborations to Produce Educated Software Engineering Professionals     

Heidi J.C. Ellis  Nancy R. Mead  Ana Moreno  Cynthia D. Tanner  Dawn Ramsey 《Computer Science Education》2013,23(1-2):119-140

Currently, a large gap exists between the number of open software engineering positions and the number of qualified software engineers to fill those positions. The Industry/University (I/U) subgroup of the Working Group on Software Engineering Education and Training (WGSEET) is investigating active collaborations between companies and universities in which non-software professionals and practitioners without formal software education are reeducated to become software engineers. This paper describes the current status of work performed by the I/U subgroup in the investigation of reeducation collaborations. It is our goal to identify the common characteristics of successful collaborations in order to provide guidance to universities and companies when constructing a collaborative program, as well as to promote future collaborations. In this paper, we report on the current activity of the I/U subgroup, describe the features of successful collaborations identified so far in our research, and provide some conclusions as to the usefulness of such collaborations.  相似文献   

An analysis of the changing shape of initial teacher education and training in Wales since devolution     

Ken Reid  Howard Tanner 《Educational studies》2012,38(3):309-325

After a sustained period of relative calm, initial teacher education and training (ITET) in Wales has seen much change in recent times since devolution and all the indications are that this change agenda is likely to escalate in both the short and long term. In order to understand what has been happening in the ITET field in Wales, our paper sets out to achieve three things: first, it has contextualised the changing ITET, political, social and economic climate within Wales. Second, it has presented ITET data for Wales from the onset of devolution to the present time. Thereafter, these data have been compared and contrasted. Third, we have attempted to project our findings forward, albeit in an era which is increasingly difficult to predict given both the financial climate and “cuts” agenda. These latter aspects may result in the longer term, at best, to ITET in Wales becoming even further fragmented or reduced in numbers to, at worst, being decimated or changed forever from the more traditional scene which was apparent in both Wales and the rest of the UK since the Robbins Report aftermath in the late 1960s.  相似文献   

Assessing the Life Science Knowledge of Students and Teachers Represented by the K–8 National Science Standards     

Philip M. Sadler  Harold Coyle  Nancy Cook Smith  Jaimie Miller  Joel Mintzes  Kimberly Tanner  John Murray 《CBE life sciences education》2013,12(3):553-575

We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards.  相似文献