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121.
Geoff Teece Dr Rosemary Preston Mike McLinden Merike Darmody Michael Crossley 《比较教育学》2008,44(1):111-119
122.
Cataglyphis is an ant of desert regions and has a behavioural pattern comparable with that of the bee, but much easier to study. It has a well-developed system of foraging and navigating and a social organisation well adapted to its environment. This review, by two independent research workers who have devoted much time to field studies, is the first to bring together most of the existing information about these fascinating insects. 相似文献
123.
Dr. Sandra K. Abell 《Journal of Science Teacher Education》1992,3(1):11-15
Conclusion The pursuit of meaning through reflection is an ultimate goal of teacher education. The reading reaction sheet strategy is
one way to help methods students construct meaning about science teaching and learning, and is applicable to other college
courses where considerable reading is expected. Furthermore, through instructor modeling (Kyle, Abell, & Shymansky, 1989;
Yeany & Padilla, 1986), preservice teachers are more likely to employ techniques for reading in the content area in their
own teaching. Thus the reading reaction sheet strategy illustrates the integration of research in reading, writing, and science
education and its application to classroom practice. 相似文献
124.
Dr. Ken Appleton 《Research in Science Education》1995,25(4):383-393
This report examines, from a constructivist framework, how students presented with discrepant event problems during science
lessons begin the problem solving process by exploration of the problem space. Three discrepant events were presented to five
classes of eleven to thirteen year-olds using three different teaching strategies identified from the literature. The teaching
strategies used teacher demonstrations followed by students asking the teacher questions, teacher demonstrations followed
by an explanation by the teacher, and small groups of students under the guidance of the teacher. Data were collected from
field notes, video tapes of the lessons, and student interviews using a stimulated recall technique to elicit the students'
thinking during the lessons. The extent to which students could explore the problem space was found to be determined by the
teaching strategy used, as the first and last strategies encouraged students to find their own explanations. Different information
sources were also available in each of the teaching strategies. That is, exploration of the problem space was inextricably
linked to the social context, partially determined by the teaching strategy. Because of constraints imposed by each teaching
strategy none of those used was considered entirely satisfactory. An alternative strategy is suggested from a combination
of aspects of the strategies trialled. 相似文献
125.
Dr. Charlotte Reed 《The Urban Review》1996,28(1):81-93
This article offers an invitational model for overcoming prejudices. The proposed model is based on Haberman's (1994) five-step
approach to facing prejudices, which includes (1) analyzing prejudices; (2) seeking the sources of the beliefs; (3) examining
the benefits of prejudice; (4) considering the effects of prejudices; and (5) planning to eliminate prejudices. Purkey's (1992)
five-level conflict-management process adapted to prejudice serves as the five-part action plan in Haberman's fifth step.
The combination of these two models yields an invitational approach with five parts: (1) perceiving concern, (2) conferring
with oneself; (3) consulting with colleagues; (4) confronting the crisis; and (5) combating prejudices. Practical questions
and examples are provided to clarify each step.
We shall overcome,
We shall overcome,
We shall overcome someday.
If in our hearts we do believe,
We shall overcome someday. 相似文献
126.
127.
Dr. Shel Weissman Dr. Richard L. Morrison Dr. David O. Krebs Dr. Michael J. Dillon Dr. Francine Toder Dr. Nina Krebs 《Innovative Higher Education》1978,2(4):300-308
The purpose of this article is to describe how one university counseling center went about the process of changing its management style and subsequent service delivery. In a relatively short period of time the center went from the traditional director-staff relationship to a collective governance process. This shared governance process is based on the assumptions that the product of collective planning, shared responsibilities, and group decision making enhance morale, creativity, and productivity. As a result of the arduous tasks involved in the shift of administrative styles, the center has established group accountability, collective decision making, open communication, and total group program development. For this center's staff the transition to nonauthoritarian governance has been both stimulating and exciting. However, the process of change involves high risks, continual cooperation, and a climate of support. Without these ingredients the potential for creative management will be sharply reduced. 相似文献
128.
129.
A quantitative exploration into environmental determinants of two types of higher education spending
Dr. Charles E. Feasley 《Research in higher education》1979,11(4):343-352
Regression analyses were conducted on environmental determinants of two types of higher education spending. As hypothesized, those states which were able to expend large amounts of money per full-time student were not the same states who spend generously in relation to the college-age population. 相似文献
130.
During the early 1980s in Australia there was a new wave of expectancy about primary science as new curricula were being considered or introduced and research findings were beginning to identify new directions for both teaching and research. In an expression of this, six authors were invited to present papers to a symposium on primary science held in 1984 to address the question: “What do you believe should be the state of primary science (in Australia) in 1995 and what are the steps which need to be taken to achieve the desired state?” This study set out to identify what had been said at that time, to compare that with actual developments, and to identify possible future directions for research. Relevant publications includingResearch in Science Education were analysed as a means of comparing what had happened since 1984 with the hopes of those authors. It was only in the latter half of the decade that some of the scenarios painted by the authors in 1984 began to emerge. A key implication for the research community drawn from the analysis shows that science education researchers have tended to neglect working in collaboration with education departments and authorities for the improvement of primary science education. 相似文献