Teacher training effects: Real or illusory?

Thirteen teachers from an elementary school in a rural community participated in a 16-week university extension course on behavioral approaches in the classroom. Training was conducted in five successive phases: (a) Information, (b) Instructions to Practice, (c) Guided Practice, (d) Coding Practice, (e) Performance Feedback. Reading assignments, activity assignments, and discussion took place throughout most of the course. Teacher behaviors were coded in the classroom during the course, and 5 months and 12 months after the course. Performance Feedback was reinstated after the 12-month follow-up observations. Significant increases in positive teacher behaviors and decreases in negative teacher behaviors were observed by the end of the course; however, these changes were not maintained during the follow-up observations or reinstatement of Performance Feedback. The implications of the findings for training are discussed.     

Utilizing Adventure Education Within the Model of Moral Action

Character development has long been an assumed if not easily observed goal of physical activity. Shields and Bredemeier(1995, 2001) proposed a structural developmental model of moral action strongly based on the work of Rest (1984, 1994) along with the significant contributions of Piaget (1923), Kohlbcrg (1981, 1984), and Haan (Haan, Aerts, & Conper, 1985). Adventure education is an experientially based approach that utilizes cooperative physical activities to foster self esteem, trust, communication skills, self awareness, confidence, and the ability to problem solve (Bissnn, 1999: Prouty, 1999). The purpose of this paper is lo explore how adventure-based intervention strategies correspond with the theoretical tenets and implementation guidelines of the model of moral action. The major tenets of the model of tnoral action (Shields & Bredemeier, 1995, 2001) and adventure education are discussed. The extent to which adventure education may act as a conduit for the moral education strategies forwarded by the model of moral action is discussed.     

建立在探索基础上的中小学数学教育回顾与展望

过去几十年中小学数学教育研究的主要进展表现在：数学教育改革，社会交流研究，课程发展研究等方面，数学教育研究应该将教育实践活动，课程开发，数学学科教育理论研究3者结合起来，当前，中小学数学课堂改革主要是：接受学生是在和思维材料相互作用的过程中建构数学知识的观念，以及课程改革、技术改革和数学语言改革等方面。     

Yup’ik Cosmology to School Mathematics: The Power of Symmetry and Proportional Measuring

This article shows how Yup’ik cosmology, epistemology, and everyday practice have implications for the teaching of school mathematics. Math in a Cultural Context (MCC) has a long–term collaborative relationship with Yup’ik elders and experienced Yup’ik teachers. Because of this long–term ethnographically–oriented relationship, the authors – both insiders and an outsider – have been able to understand the mathematical implications of everyday Yup’ik practice. As the article demonstrates, body proportional measuring and symmetry/splitting are two generative solution strategies used by Yup’ik elders in solving everyday problems. We argue that proportional measuring coupled with symmetry/splitting can provide school mathematics with an alternative pathway to the teaching of some aspects of geometry and rational number reasoning.     

A Liberal Arts Education: Global Trends and Challenges

The debate about the effectiveness of the liberal arts curriculum is centuries old, but recent financial and social pressures have placed the survival of the liberal arts in the United States at even greater risk. Using Kimball's (1995) notion of the oratorical and philosophical traditions of liberal education, this article first identifies the critical importance of balancing breadth and depth in the curriculum before honing in on breadth as being in particular danger in the current climate. After analyzing the major threats to breadth in American higher education, the article looks overseas to find a new case for the value of breadth in the curriculum. It focuses on Hong Kong's university system, where a large-scale, multiyear project is underway to graft a fourth year of general education onto a three-year model of discipline- or profession-specific training. The resulting contrast between American institutions discarding curricular breadth while foreign universities rediscover it is telling. This topic has particular relevance for Christian colleges and universities as they seek the holistic development of their students.     

Online teaching tool simplifies faculty use of multimedia and improves student interest and knowledge in science

Digital technologies can improve student interest and knowledge in science. However, researching the vast number of websites devoted to science education and integrating them into undergraduate curricula is time-consuming. We developed an Adobe ColdFusion- and Adobe Flash-based system for simplifying the construction, use, and delivery of electronic educational materials in science. The Online Multimedia Teaching Tool (OMTT) in Neuroscience was constructed from a ColdFusion-based online interface, which reduced the need for programming skills and the time for curriculum development. The OMTT in Neuroscience was used by faculty to enhance their lectures in existing curricula. Students had unlimited online access to encourage user-centered exploration. We found the OMTT was rapidly adapted by multiple professors, and its use by undergraduate students was consistent with the interpretation that the OMTT improved performance on exams and increased interest in the field of neuroscience.     

给高校临时CIO的六个建议

在不断变化的高等教育环境中,一个不断发展的趋势是对临时首席信息官(C I O)的需求不断增加.调查和传闻表明,首席信息官正以前所未有的速度退休或即将退休.由于各种原因,如COVID-19、缺乏完善的继任规划、以及缺乏执行这项复杂工作所需的不断发展和扩大的技能组合等,永久性地用有丰富经验的领导来填补这些关键职位变得更具挑...     

The university as agent of social transformation: The postmodern argument considered

This is an abridged version of an essay that will appear inThe Imperiled Academy, edited by Howard Dickman, to be published by Transaction this year.