School visits to zoos and museums: a missed educational opportunity?     

Sue Dale Tunnicliffe  A. M. Lucas  Jonathan Osborne 《International Journal of Science Education》2013,35(9):1039-1056

Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know.  相似文献   

Teaming in the Middle School: Improve It or Lose It     

Jerry Rottier 《Clearing house (Menasha, Wis.)》2013,86(4):214-216

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Black and White Perspectives of Teaching Practice 1: Supervising Teachers’ Perspectives     

Barry Osborne  Lyn Henderson 《Asia-Pacific Journal of Teacher Education》1985,13(2):30-43

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数学教学中的开放式教学——创造一种课堂数学文化   总被引：5，自引：4，他引：5  

桥本吉彦  Jerry Becker  孙连举  于卓 《数学教育学报》2002,11(1):51-55

数学教学中需要对开放式教学进行合作研究。在日本的开放式教学中，数学问题被选择是用来说明一个问题的多种解法或多个正确答案。数学教学要实现一种全新的课堂数学文化，这种数学形式的特点是：问题开放、解决问题的过程开放、构建问题开放、评价开放，使学生能自由地思考，发展学生的思维能力。  相似文献   

Teaching styles in adult education: an exploratory essay     

Jerry Lapides 《欧洲师范教育杂志》1980,3(4):191-205

Lapides, J. “Teaching styles in adult education. An exploratory essay,” Revue ATEE Journal 3 (1980) 191‐205.

Two approaches to teaching styles are explored. The first is a static approach borrowed from management research and organizational development practice. In this approach teaching styles were derived from Maslow's hierarchy of needs. They were seen as the interpersonal styles of behavior with others, which grow out of people's needs. Seven teaching styles were identified and described. The second approach, in contrast with the life‐style approach, is based on the assumption that teachers can be trained in alternative styles. Mosston believes that everyone can change through learning and that teaching style is a learned characteristic. Seven styles from command to discovery have been identified and described. Suggestions for teacher training are included.  相似文献   

Focusing on learning gains by pupils taught: A central feature of Oregon's outcome-based approach to the initial preparation and licensure of teachers     

H. Del Schalock  Mark D. Schalock  David Myton  Jerry Girod 《Educational Assessment, Evaluation and Accountability》1993,7(2):135-158

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A note on the acquisition of responding for food in the presence of free food     

Steve R. Osborne 《Learning & behavior》1978,6(3):368-369

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The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy     

John L. Nietfeld  Li Cao  Jason W. Osborne 《Metacognition and Learning》2006,1(2):159-179

Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy. The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental role of monitoring ability in performance-based course outcomes and self-efficacy.  相似文献   

Managerial Practices and Organizational Conditions That Encourage Employee Growth and Development     

Jerry W. Gilley  Anne M. Gilley  Sherry Avery Jackson  Heshium Lawrence 《Performance Improvement Quarterly》2015,28(3):71-93

This paper focuses on seven major managerial practices and three negative conditions that must be managed to enhance employee growth and development. These managerial practices and conditions have significant potential for human resource development practitioners and performance improvement technologists by providing new perspectives to improve employee performance through employee growth and development activities. Surveys measuring employee perceptions of manager behaviors were administered to 503 MBA and PhD students from the United States, resulting in 463 useable responses. The hypotheses were tested using linear regression and structural equation modeling. Based on the analysis, the researchers found that involving employees in decision making, motivating employees, treating employees as unique individuals, and making certain that managers are effective have the highest influence on employee growth and development.  相似文献   

Forum: Beyond 2000     

Harry Collins  Steven French  R. Millar  J. Osborne  W. F. Vinen  Philip Wright 《Studies in Science Education》2013,49(1):167-173

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