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Haney Jodi J. Lumpe Andrew T. Czerniak Charlene M. Egan Vicki 《Journal of Science Teacher Education》2002,13(3):171-187
Journal of Science Teacher Education - 相似文献
43.
Annemarie H. Hindman Emily K. Snell Barbara A. Wasik Kandia N. Lewis Carol Scheffner Hammer Charlene Iannone-Campbell 《Journal of Education for Students Placed at Risk》2015,20(1-2):12-28
This article describes how a research–practice partnership has informed the iterative development of a web-mediated early childhood language and literacy professional development (PD) intervention. Funded through the Investing in Innovation (i3) program, this new PD model is based on an effective in-situ intervention. As we translated the face-to-face model into a largely web-mediated approach, we partnered with educators to ensure that the resulting intervention was feasible and effective in real-world classrooms serving children at risk. Specifically, an educator advisory board provided ongoing input about the PD. Further, pilot teachers completed the training and provided feedback through a survey about the usability and effectiveness of the training modules, coaching, and instructional strategies in classroom settings. Findings suggest that research–practice partnerships that gather teachers’ situated, comprehensive, and insightful perspectives can be invaluable in developing PD interventions. Collaboration between school districts and university researchers is essential in this iterative development process. 相似文献
44.
Charlene Tan 《Journal of Educational Change》2016,17(3):287-302
Mainland China has been embarking on a nation-wide education reform as part of its modernisation project for the past few decades. A relatively under-researched topic is teacher agency in non-elite schools where educators critically shape their reactions to new situations brought about by the reform. Focussing on the introduction of school-based curriculum in China, this article discusses how some educators from non-elite schools respond strategically to new opportunities and resources by promoting indigenous knowledge via engaging teaching methods. The essay illustrates, through two examples, how non-elite schools seek to provide the best kind of education available to their students by integrating Confucian and ethnic cultures into the formal curriculum. China’s experience demonstrates the exercise of teacher agency that arises from the interplay of human efforts, available capital and contingent factors. It also highlights the potential of utilising indigenous sources and synthesising them with non-local sources as part of implementing education reform. 相似文献
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Kim H. Koh Charlene Tan Pak Tee Ng 《Educational Assessment, Evaluation and Accountability》2012,24(2):135-149
Using Singapore as an example, we argue that schools need to equip and encourage teachers to adopt authentic assessment in
teaching and learning so as to develop the students’ higher-order thinking. The importance of teaching and assessing higher-order
thinking in Singapore classrooms is encapsulated in the vision of ‘Thinking Schools’ launched by the Ministry of Education
in 1997. Underpinning this vision is a shift from conventional assessment to authentic assessment. Unlike conventional paper-and-pencil
tests that focus on knowledge reproduction and low-level cognitive processing skills in artificial, contrived contexts, authentic
assessment tasks underscore knowledge construction, complex thinking, elaborated communication, collaboration and problem
solving in authentic contexts. However, the creation of thinking schools in Singapore remains a constant challenge as many
teachers tend to rely on conventional assessment and are often ill-prepared to implement authentic assessment. By presenting
the findings from a recent empirical study, we propose that schools build teacher capacity by providing ongoing and sustained
professional development on authentic assessment for teachers. 相似文献
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AbstractSpirituality encourages the individual to make sense of oneself within a wider framework of meaning and see oneself as part of some larger whole. This article discusses Confucian spirituality by focusing on the spiritual ideals of dao (Way) and he (harmony). It is explained that the Way represents a shared vision of human excellence that is embodied in the guiding discourse inherited from one’s cultural predecessors. The Confucian Way covers all the manifestations of Zhou culture, including its knowledge base, values, beliefs and practices that have been passed down through the generations. The Way is achieved through harmony where human beings find inner peace as well as co-exist with one another and their surroundings. Harmony encompasses an appreciation of beauty, joy and ethical values that may be obtained from arts education. The essay further illustrates an application of Confucian spiritual ideals through music education in a school. A Confucian aim of learning, the article concludes, is one that fosters spiritual development and contests the performativity agenda and school culture. 相似文献
49.
Charlene Chou 《Cataloging & classification quarterly》2013,51(2-3):135-165
AbstractIn response to the impact of emerging technologies, this article examines the relationship between strategic planning and the assessment methodologies of cataloging and metadata services and explores (or “suggests” if appropriate) how to assess cataloging and metadata activities more effectively and relevantly. Besides literature review, the author conducted surveys for more than seventy librarians and follow-up interviews with three library administrators. The results indicate the gap between strategic planning and assessment for cataloging and metadata services, and identify the significance of impact and users’ needs in strategic planning for the assessment of cataloging and metadata services. These elements are critical in transforming the broken links in the current cataloging assessment into a purpose-driven assessment corresponding to users’ needs and evolving technologies. 相似文献
50.
Mary Cassner Charlene Maxey-Harris Toni Anaya 《Behavioral & Social Sciences Librarian》2013,32(1):33-51
ABSTRACT As an interdisciplinary field, Gerontology shares with History, Literary Criticism, Psychology, Sociology, and Anthropology the use of autobiography as a primary research tool. In addition, Gerontology, like Counseling, Social Work and Psychoanalysis, uses autobiography as a counseling technique. We believe that autobiography also has merit in orienting older, non-traditional students, and students in social work related fields, to the library and its resources. In this paper we describe a pilot project based on this theory. 相似文献