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101.
102.
Grant E. Mabie 《The Educational forum》2013,77(3):243-251
Student achievement of the curriculum is the school's reason for being. This research, however, suggests that the behavior of school leaders is not effective in accomplishing four critical outcomes of curriculum development: (1) the creation of well-written documents that use a common framework; (2) curriculum that is aligned with state and national standards; (3) an understanding and teaching of the curriculum by teachers; and (4) all students successfully learning the curriculum. Leaders must orchestrate multiple changes that provide opportunities for teachers to work in teams, focus resources effectively on implementing the curriculum, and establish accountability for results. 相似文献
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Academic libraries fail to take advantage of the network effect because they manage too many digital repositories locally. While this argument applies to all manner of digital repositories, this article examines the fragmented environment of institutional repositories (IR), in which effort and costs are duplicated, numerous software platforms and versions are managed simultaneously, metadata are applied inconsistently, users are served poorly, and libraries are unable to take advantage of collective data about content and users. In the meantime, commercial IR vendors and academic social networks have shown much greater success with cloud-based models. Collectively, the library profession has enough funding to create a national-level IR, but it lacks the willingness to abandon local control. 相似文献
106.
Mark S. Freeman B. Grant Hayes Tyson H. Kuch Gordon Taub 《Counselor Education & Supervision》2007,46(4):254-265
Selecting a single psychotherapeutic orientation can be a challenge for counselor education students. The authors examined the relationship between counseling theory selection and personality variables of students enrolled in a counseling theories course. A discriminant function analysis was used to identify the personality traits that would determine theoretical orientation choice. No statistically significant results were found. Results indicated that students showed no personality‐based preference of theory. Additionally, no significant differences were found on selected subscales of the Myers—Briggs Type Indicator (I. B. Myers, M. H. McCaulley, N. L. Quenk, & A. L. Hammer, 1998) and the Self‐Directed Search (J. L. Holland, B. A. Fritzsche, & A. B. Powell, 1996; J. L. Holland, A. B. Powell, & B. A. Fritzsche, 1994). 相似文献
107.
Douglas S. Grant 《Learning & behavior》2001,29(4):293-301
Pigeons were trained to discriminate short (2 sec) and long (8 sec) empty intervals that began each trial. In group consistent,
onset of an empty interval was marked by a brief presentation of red keylight, and termination of the interval was marked
by a brief presentation of green keylight. In group inconsistent, red and green served equally often as the first and second
markers across trials. Testing revealed that, in group consistent, (1) birds were sensitive to the relation between marker
color and marker type and (2) presentation of the second marker did not initiate timing a new interval. Testing also revealed
a robust choose-long effect at delays longer than the training delay and indifference between the comparisons on no-sample
trials. Both of the latter findings differ from those typically obtained when filled intervals are employed. It was concluded
that pigeons process filled and empty intervals differently. 相似文献
108.
Jon Grant Eileen Kuhns Sarah Pickert 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(6):501-510
International schools were begun to provide precollegiate education to children whose families lived abroad. In 1969 Robert Leach outlined a conceptual framework that would insure the formation of a spirit of internationalism throughout the school. The research described in this paper compared Leach's original model with perceptions held in the 1990s by educators, administrators, and board members working in those schools. The survey involved 185 respondents from 87 international schools in 11 countries. Results indicate that the elements Leach identified continue to be integral to international schools today.
Zusammenfassung Internationale Schulen wurden für die Schulausbildung von Schülern eingerichtet, die mit ihren Familien im Ausland leben. Robert Leach entwarf 1969 einen konzeptionellen Rahmen, der die Schaffung eines Geistes des Internationalismus innerhalb der Schule sichern sollte. Die in diesem Artikel beschriebene Forschungsarbeit vergleicht das ursprüngliche Modell von Leach mit den Beobachtungen, die Lehrer, Verwalter und Aufsichtsratsmitglieder 1990 in diesen Schulen machten. Die Studie beinhaltete 187 Beteiligte aus 87 internationalen Schulen in 11 Ländern. Die Ergebnisse zeigen, daß die von Leach identifizierten Elemente weiterhin Bestandteil der internationalen Schulen von heute sind.
Resumen Los colegios internacionales comenzaron a ofrecer educaión preescolar a ninos cuyas familias vivían en el extranjero. En 1969, Robert Leach creó un delineamiento conceptual que aspiraba a asegurar la formación de un espíritu de internacionalismo a través de los colegios. El estudio descrito en este trabajo compara el modelo original de Leach con las percepciones que en los años noventa tuvieron educadores, administradores y miembros de la dirección que trabajaban en esos colegios. El estudio abarcaba a 185 sujetos de estudio de 87 colegios internacionales en 11 países. Los resultados indican que los elementos que Leach había identificado siguen formando parte de los colegios internacionales hoy en día.
Résumé Les écoles internationales ont été créées afin de dispenser des cours aux enfants de familles vivant à l'étranger. En 1969 Robert Leach esquisse un cadre de travail conceptuel qui assurerait la formation d'un esprit d'internationalisme par l'intermédiaire de l'école. La recherche évoquée dans cet article compare le modèle original de Leach avec les expériences des éducateurs, administrateurs et membres des comités directeurs de ces écoles dans les années 90. L'étude concernait 185 personnes travaillant dans 87 écoles internationales réparties dans 11 pays. Les résultats montrent que les éléments identifiés par Leach continuent d'être partie intégrante des écoles internationales d'aujourd'hui.相似文献
109.
Maria J. Grant 《Health information and libraries journal》2017,34(4):267-267
In this final issue of 2017, we are in a reflective mood at the Health Information and Libraries Journal as we say goodbye to Audrey Marshall, Regular Feature Editor of Dissertations into Practice. While Audrey departs, Dissertations into Practice is now a firm fixture of the Health Information and Libraries Journal; there remains no better place for students to see their writing, possibly for the first time, in print. This issue also provides an opportunity to review the breadth of health information writing through the editorials of past Virtual Issues of the Health Information and Libraries Journal, all still available, free of charge, via the journal's home page at http://wileyonlinelibrary.com/journal/hilj . 相似文献
110.
Greig R.M. Logan Scott Duncan Nigel K. Harris Erica A. Hinckson Grant Schofield 《Journal of sports sciences》2016,34(21):2047-2053
This study investigated the effects of epoch length and cut point selection on adolescent physical activity intensity quantification using vertical axis and vector magnitude (VM) measurement with the ActiGraph GT3X+ accelerometer. Four hundred and nine adolescents (211 males; 198 females) aged 12–16 years of age wore accelerometers during waking hours. The GT3X+ acceleration counts were reintegrated into 1, 5, 15, 30 and 60 s epoch lengths for both vertical axis and VM counts. One cut point was applied to vertical axis counts and three different cut points were applied to VM counts for each epoch length. Significant differences (P < 0.01) in mean total counts per day were observed between vertical axis and VM counts, and between epoch lengths for VM only. Differences in physical activity levels were observed between vertical and VM cut points, and between epoch lengths across all activity intensities. Our findings illustrate the magnitude of differences in physical activity outcomes that occur between axis measurement, cut points and epoch length. The magnitude of difference across epoch length must be considered in the interpretation of accelerometer data and seen as a confounding variable when comparing physical activity levels between studies. 相似文献