Teachers’ concerns towards change in Lebanese private schools and their relationship to gender,experience and type of change     

N. Yehya Chaar  V. Khamis  R. Karami Akkary 《Journal of Educational Change》2016,17(3):337-354

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Teaching 5- and 6-Year-Olds to Count: Knowledge of South African Educators     

Nosisi N. Feza 《Early Childhood Education Journal》2016,44(5):483-489

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Molecular configuration in sodium thymonucleate     

Rosalind E. Franklin  R. G. Gosling 《Resonance》2004,9(3):84-88

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Student performance resulting from strategy-based instruction in a sequence of conceptually related tasks     

Fred N. Finley  Edward L. Smith 《科学教学研究杂志》1980,17(6):583-593

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Design,development, and implementation of electronic learning environments for collaborative learning     

Paul A. Kirschner 《Educational technology research and development : ETR & D》2004,52(3):39-46

Developments in society and business, and related changes in higher education and lifelong learning, require educators and educational designers or technologists to rethink education. Examples of such changes are the growing importance of achieving complex learning, the integration of learning and work in education, and the need for improved flexibility with regard to time, place, and individual needs. These changes cannot simply be responded to by adding technological solutions implemented according to existing educational approaches. Instead, an integrated view of e-learning is necessary, characterized by the combination of pedagogical, technical, social, and organizational factors. This two-part special issue elaborates on the different characteristics of integrated e-learning, from design through future topics for research. He would like to give special thanks to Jan Elen and Brent Wilson, who took on the task of reviewing and discussing all of the contributions, both at AECT 2003 in Anaheim and for this issue, and J. Michael Spector, Development Editor of this journal, for his faith in all of us.  相似文献   

Moderators of the interest congruence-occupational outcome relation     

Terence J. G. Tracey 《International Journal for Educational and Vocational Guidance》2007,7(1):37-45

Several reasons for the modest relation between interest congruence and occupational outcomes are discussed, but focus is placed on possible moderators of this relation. Specifically individual differences, environmental differences and time are proposed as potential moderators. Overall, it is important to investigate theoretically driven moderators of the congruence-outcome relation to further our knowledge of this area.  相似文献   

China-Germany Symposium on Organometallic Catalysts and Olefin Polymerization in Hangzhou     

N. S. Enikolopyan  M. L. Fridman  I. O. Stalnova  V. L. Popov 《浙江大学学报(A卷英文版)》2001,2(1):8-8

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Integrating synchronous and asynchronous internet distributed education for maximum effectiveness     

J. Mark Pullen  Charles Snow 《Education and Information Technologies》2007,12(3):137-148

Distributed education delivered via the Internet is a growing practice, with most institutions offering at least course websites and many expanding to full course offerings and even online degree progams. There are two schools of thought with regard to delivery mode: the larger group has focused on asynchronous delivery, accessible at any time via webpages and interactive tutorials and quizzes, while a smaller group advocates synchronous delivery where students are online and interact during class time. This paper summarizes the advantages and disadvantages of the two delivery modes and describes our successful and growing experience of more than a decade using an open source synchronous delivery tool blended with a variety of asynchronous capabilities and classroom instruction. We conclude that a synergistic combination of the two modes with in-person instruction, designed to provide maximum flexibility to the student within the constraints of the subject, offers the best support for student learning. www:  相似文献   

A Layered Approach to Critical Friendship as a Means to Support Pedagogical Innovation in Pre-service Teacher Education     

Tim Fletcher  Déirdre Ní Chróinín  Mary O’Sullivan 《Studying Teacher Education》2016,12(3):302-319

In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation.  相似文献   

Book reviews     

George Alexander  Mark Holmes  Giuliana Colalillo  Edward N. Herberg 《Interchange》1978,10(1):82-90

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