P&I Bookshelf. Effective human resource development     

N. E. Chalofsky  C. Reinhart  Ed Blankenhagen 《Performance Improvement》1991,30(3):49-49

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Collaborative learning the wiki way   总被引：2，自引：0，他引：2  

Mary E. Engstrom Ed.D.  Dusty Jewett 《TechTrends》2005,49(6):12-15

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Ed Jacobsen 《Prospects》1987,17(3):407-416

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SIMPLE DEVICE FOR ENHANCING FEEDBACK IN THE ACQUISITION OF VISUAL MOTOR SKILLS OF SLOW LEARNING CHILDREN     

J. L. Parker Ph. D.  Susan Rosenfeld B.Ed  Gillian Todd B.Ed. 《International Journal of Disability, Development & Education》1973,20(3):164-169

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David F. Machell Ed.D. 《Innovative Higher Education》1991,16(2):173-185

This clinical treatise discusses this author's concept of “professorial melancholia,” a progressive emotional process characterized by the negating of a university professor's professional motivation, positive attitudinal focus, and adequate personal self-esteem.  相似文献   

    

Ed Marum 《Children‘s Literature in Education》1991,22(3):179-187

Ed Marum is a senior lecturer teaching in English and education at Derbyshire College of Higher Education. His previous posts have included those of General Inspector of Education for the London Borough of Merton and English Adviser for Liverpool. He is currently researching provision for and perceptions of narrative in the school curriculum.  相似文献   

    

Ed Elbers 《European Journal of Psychology of Education - EJPE》1986,1(1):77-89

Though there has been considerable research in recent years into the ways in which children’s performance in conservation experiments is affected by the context of interaction, this has so far lacked a coherent theoretical basis. In this article, concepts from communication theory are applied to the behaviour of experimenter and subject in the experimental situation. It is argued that the child behaves according to the «metacontract» of a teacher-pupil interaction, i.e. he or she expects to receive instruction. In the classical conservation experiment of Piaget, these expectations are thwarted, because the experimenter does not conform to the rules of a teacher-pupil relationship. Instead, the experimenter follows the rules of a different metacontract—that of examination. In experiments where conservation abilities are taught, and in group interactions where conserving children cooperate with non-conserving children, the participants do behave according to the same metacontract. But the value of these studies is reduced by the exclusive attention paid to the eventual achievements of the child, instead of the cognitive processes during the learning phase.  相似文献   

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Ed Lehner 《Cultural Studies of Science Education》2007,2(2):441-473

In much of the educational literature, researchers make little distinction between African-American students and students of the African Diaspora who immigrated to the United States. Failing to describe these salient student differences serves to perpetuate an inaccurate view of African-American school life. In today’s large cities, students of the African Diaspora are frequently learning science in settings that are devoid of the resources and tools to fully support their success. While much of the scholarship unites these disparate groups, this article details the distinctive learning culture created when students from several groups of the African Diaspora learn biology together in a Brooklyn Suspension Center. Specifically this work explains how one student, Gabriel, functions in a biology class. A self-described black-Panamanian, Gabriel had tacitly resigned to not learning science, which then, in effect, precluded him from any further associated courses of study in science, and may have excluded him from the possibility of a science related career. This ethnography follows Gabriel’s science learning as he engaged in cogenerative dialogue with teachers to create aligned learning and teaching practices. During the 5 months of this research, Gabriel drew upon his unique lifeworld and the depth of his hybridized cultural identity to produce limited, but nonetheless important demonstrations of science. Coexistent with his involvement in cogenerative dialogue, Gabriel helped to construct many classroom practices that supported a dynamic learning environment which produced small yet concrete examples of standards based biology. This study supports further investigation by the science education community to consider ways that students’ lifeworld experiences can serve to structure and transform the urban science classroom.

Ed LehnerEmail:

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Pui-Kwong Lai  Dr Keith B. Lucas  Ed V. Burke 《Research in Science Education》1995,25(1):115-124

Recent Chinese migrant students from Taiwan studying science in two Australian secondary schools were found to explain the meanings of selected science concept labels in English by translating from Chinese. The research strategy involved interviewing the students concerning their recognition and comprehension of the science concept labels firstly in Chinese and then in English. Mean recognition and comprehension scores were higher in Chinese than in English, with indications that Chinese language and science knowledge learnt in Chinese deteriorated with increasing time of residence in Australia. Rudimentary signs of the students being able to switch between Chinese and English knowledge bases in science were also found. Implications for teaching science to ESL students and suggestions for further research are discussed.  相似文献   

The brains behind the operation     

Harriman E 《New scientist (1971)》1979,82(1160):1002-1005

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