Preface     

Richard S. Johnson  Dennis P. Jones  Wayne R. Kirschling  G. Ben Lawrence  Sidney S. Micek  Allan L. Service  James R. Topping  Robert A. Wallhaus 《ASHE Higher Education Report》1977,6(4):ii-iii

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The characteristics and perceptions of teachers engaged in leading professional communities     

Orit Avidov-Ungar  Ravit Konkes Ben Zion 《Teacher Development》2019,23(3):325-344

Following educational reform in Israel, teacher-leaders create and lead professional development communities (PDCs), which are professional learning communities with a focus on in-service professional development and/or improving pedagogical effectiveness. Interviews with 30 teacher-leaders and all four district-level program coordinators revealed that, prior to assuming the role, teacher-leaders developed their professional and leadership skills largely in a self-directed manner. They described their PDCs as cohesive and dedicated, cooperative, involving peer-learning, and as creating a knowledge bank of teaching methods and tools. PDCs enable teachers to advance projects within the school and affect school culture. Principals’ involvement with PDCs varied, with their usually considerable involvement very favorably regarded. This article describes these findings and discusses their implications for the professional development of teachers in the international context.  相似文献   

强化理论研究 结帝生产硕果     

贲克平 《学会》2001,(3):6-7

公元2000年,中国社会主义生态经济学的研究走过整20个年头,中国生态经济学会在江西省举办研讨会,以对本学科和有关重大生态经济问题的攻关,隆重庆贺生态经济科学在我国诞辰20周年.  相似文献   

生态经济建设及其保护是中国实现可持续发展的命脉──中国生态经济学会五届二次年会学术观点述要     

贲克平 《学会》2003,(9):44-45

中国实现可持续发展的主要命脉何在 ?由中国生态经济学会最近在甘肃省兰州市主办的年会上 ,经参会学者深入研讨得出一致的回答。探索之一 :国际社会对环境与发展政策的宏观取向从 2 0世纪 6 0年代到 90年代的三十多年间 ,世界上的环境与发展政策大致上经历了三个阶段性的重大变革 :第一阶段是基于政府命令与控制的方法 ,主要通过行政手段进行污染防治 ;第二阶段则基于市场的经济激励机制 ,强调企业在废弃物及污染物产生方面的源头控制 ;第三阶段是在进一步完善政府和企业职能的基础上 ,逐步实行信息公开和更高质量的清洁生产 ,其实质是实现…  相似文献   

Telecommunications and the Computer: James Martin. Prentice-Hall Inc., Englewood Cliffs,NJ 1976, 2nd Edition, $28.00. pp. 670. ISBN 0-13-902494-8     

Ben Shneiderman 《Information processing & management》1977,13(3):203

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The growing (but still limited) importance of evidence in education policy and practice     

Amanda Cooper  Ben Levin  Carol Campbell 《Journal of Educational Change》2009,10(2-3):159-171

The last decade of education change has been characterized by the rise of evidence-based policy and practice agendas. Internationally, we are witnessing efforts to increase and incorporate research use in public services. This article examines efforts in education to address the research–practice gap through an emerging field we term knowledge mobilization (KM). We explore some of the controversy surrounding the use of ‘evidence’, outline national and international KM initiatives and consider some of the issues and challenges that arise from the increased interest in evidence and research use in education. We also assess the current state and desirable future directions of efforts to strengthen the role of research and evidence in education.  相似文献   

Paving a clear path in a thick forest: a conceptual analysis of a metacognitive component     

Anat Zohar  Adi Ben David 《Metacognition and Learning》2009,4(3):177-195

The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements. Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature. This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition of the target sub component of metacognition, followed by a systematic examination of this sub component according to several dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be noted that since metacognition is a relational rather than a definite concept it is important to situate the context within which the conceptual analysis takes place.  相似文献   

SELECTION BY ATTAINMENT AND APTITUDE IN ENGLISH SECONDARY SCHOOLS     

by John  Coldron  Ben  Willis  Claire  Wolstenholme 《British Journal of Educational Studies》2009,57(3):245-264

ABSTRACT:  This paper presents the findings from a study of the admission arrangements for all secondary schools in England. We sketch the history of selection, answer questions about the scale and extent of selection by attainment or aptitude including an account of partially selective schools, consider the similarity and differences between selection by aptitude and by attainment and analyse some of the issues associated with both kinds of selection.  相似文献   

System thinking skills at the elementary school level   总被引：1，自引：0，他引：1  

Orit Ben‐Zvi Assaraf  Nir Orion 《科学教学研究杂志》2010,47(5):540-563

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010  相似文献   

Book reviews     

Tina Rae  Ben Levy  Sarah Burcham  Sadie Westrup  John Finlay  Lisa Hawking 《Educational Psychology in Practice》2010,26(2):205-218

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