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21.
Guy?TraininEmail author Kathleen?Wilson Mimi?Wickless David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304
A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed. 相似文献
22.
Creating an Ofsted story: the role of early years assessment data in schools’ narratives of progress
This paper explores the growing importance of measures of progress in judgements of schools’ effectiveness in England, with a focus on the role of the early years (settings for children aged 2–5) in providing data for these measures. Qualitative data from a research project involving three diverse school-based and pre-compulsory early years settings are used to explore how teachers and school leaders prioritise the collection of data in their every-day practice, in order to show how children make continual progress. The need for a narrative of progress as children move up through the primary school, an ‘Ofsted story’ for the school inspection service, is discussed alongside recent policy which requires a ‘baseline’ assessment at age four. We argue that there is a reification of progress in schools and early years settings, and that this changes the status of early years within the sector. 相似文献
23.
In this column, a father and a mother each share their unique version of their son''s natural birth. 相似文献
24.
Russell Nieli 《Academic Questions》2007,20(3):177-210
Small programs can make a big difference on college campuses. At Duke University, a few dedicated people, with the support
of college administrators, exploited the all-too-evident liabilities of curriculum fragmentation, political correctness, and
the lack of direction felt by undergraduate students to create intellectually valuable and stimulating new offerings. Russell
Nieli tells how the Gerst and Focus programs have influenced that university and others across America.
相似文献
Russell NieliEmail: |
25.
A representative sample of undergraduate and postgraduate international students at a large Australian university (n=979, 64% females) completed a mail-back survey of their health and wellbeing. Most students evaluated their current and previous
physical and mental health positively. Health-related risk practices such as unprotected sexual activity, drug use, smoking
and gambling, were reported by few students. There was little change in health or risk behaviours since coming to Australia
and few changes that were health compromising. Few demographic or situational variables, including age and gender, had a significant
impact on students' wellbeing. This study has revealed that few international students find the experience of studying in
an overseas country detrimental to their wellbeing. Nevertheless, for those students who encounter difficulties or are at
increased risk of health-compromising outcomes, we must ensure better delivery of health promotion education, and access to,
and use of, available counselling and health services.
相似文献
Doreen Anne RosenthalEmail: |
26.
Research has shown that educational games can have positive impacts on student learning and motivation. The success of a game played in a library instruction class depends on the type of game selected, the development of learning outcomes, and the flexibility of the librarian during class. This article explains the benefits to students and librarians of using games, discusses the development and use of a Jeopardy-style game, and provides practical tips for librarians interested in developing and incorporating games into one-time library instruction sessions. 相似文献
27.
Guy A. Marco 《International Information and Library Review》2013,45(4):357-363
The training of information personnel at the middle level in Africa is discussed. The data were derived from the latest issues of the prospectuses of the library schools at the University of Ibadan and Botswana as well as a questionnaire designed to ascertain the characteristics of the trainees in both institutions. The study reveals that the curricula of both schools extend beyond preparing trainees for the techniques and processes of a library. The trainees in both schools have sufficient educational background and library/information work experience to enable them to manage the many one-man libraries scattered all over Africa effectively, after undergoing the diploma training. It is recommended that an amalgam of the curricula of both schools can be made the standard curriculum for any institution involved in a training programme for information personnel at this level. 相似文献
28.
This qualitative study was undertaken to explore what undergraduate students reflect on during their learning to practice social work in the field. Reflection is essential in the social work field practicum where students learn the practice of social work by doing. Seventeen BSW students’ final field practicum learning papers are analyzed. Four themes emerge that highlight the content of their reflections: situations of uncertainty, opportunities for application, tensions in action, and confrontations with others. This article presents in detail these 4 themes. Discussion includes suggestions for helping students better engage in reflective learning. 相似文献
29.
Walter Hahn Guy Cellerier Wolfgang Wilhelm Jindra Kulich Robert J. Havighurst Bryan T. Peck Annegret Körner Rodney Skager Renate Nestvogel J. H. Sislian John J. Bergen Peter W. Kahl Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544
30.
The influence of locus of control, diagnosis, and remediation on immediate and retained achievement and attitudes of middle school science students was the focus of this study. Subjects in the experiment were assessed for locus of control and experienced one of three treatments: no diagnosis or remediation; diagnosis with no remediation; or, diagnosis and remediation. Immediate achievement was measured at two points during the experiment, and retention was measured 30 days following the experiment. Diagnosis and remediation proved to be significantly effective in increasing retained achievement. Internal locus of control subjects out-scored external subjects in the areas of both immediate and retained achievement. Whites achieved higher than blacks in retention. Attitudes of all groups tended to be positive. These findings suggest that diagnostic or diagnostic and remedial instruction is an effective means of increasing the retention level of middle school students. 相似文献