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171.
Joan Freeman 《Roeper Review》2013,35(4):248-249
Dissertation titles and abstract information contained herein are published with permission of University Microfilms International, and may not be reproduced without their prior permission. Complete copies of the dissertations may be obtained by addressing requests specifying Order Number to University Microfilms International, 300 North Zeeb Road, Ann Arbor, Michigan 48106, or by telephoning 800–521–3042. 相似文献
172.
Sixten Marklund Franz Hilker Marjorie L. Jenkins Franklin Parker Gustav Jahoda M. J. Langeveld Karl Henrik Eriksson Nicholas Hans Gilbert de Landsheere Leslie D. Mclean J. Cambon A. St. Langeland S. Wiegersma Richard F. Goodings J. B. Biggs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1966,12(2):221-251
173.
Joan Forbes 《Journal of Research in Special Educational Needs》2006,6(2):99-107
This paper opens with a discussion of the relevance of service integration to the successful implementation of the Integrated Community Schools (ICS) policy in Scotland. It continues to offer an overview of the teacher/speech and language therapist (SLT) collaboration policy context and introduces some of the relevant wider children's services integration policy themes. The approach and aim of a discourse-based analysis are then discussed and the paper continues to suggest how such an approach may be used to uncover individuals' identifications and subject positions. The analytical framework of five dimensions of power is introduced, empirical data are analysed to demonstrate how collaboration operates in practice in one specific collaboration relationship, and the issues of power which were uncovered are examined. The analysis would suggest that while policy discourses construct collaboration in particular ways, practitioners differentially appropriate collaboration and other professional discourses as resources with which to construct acceptable identities. 相似文献
174.
The purpose of this case study was to determine the feasibility of delivering a course on-campus and in real time, simultaneously
transmitting it to students who were remotely accessing the same course. In future years, it is anticipated that universities
will have inadequate physical facilities to meet the demands of an increasing student population. Additionally, with warnings
of impending pandemics, universities need to be prepared to deliver courses in alternative ways to ensure continuity of instruction.
Thus, this pilot project was designed to deliver a course to a large section of students while also allowing off-campus students
access to the course in real time. The planning and delivery of the course is described, including the technology used, the
support provided by the university and technology support staff, the course that was used for the pilot project, and how students
were selected to participate as the off-campus students. The perspectives of the instructor, teaching assistant, students
(both on- and off-campus), and technology support personnel are summarized. 相似文献
175.
Nancye E. McCrary Joan M. Mazur 《Educational technology research and development : ETR & D》2010,58(3):325-342
Experienced teachers, tasked with mentoring, often find themselves inundated with large amounts of didactic information as
they prepare for guiding new interns. In an effort to develop training that would both prepare new mentors and revitalize
experienced mentors, a state Educational Professional Standards Board enlisted the help of instructional designers to develop
an innovative online course. The focal point of the course design is a narrative simulation, embedded with standards-based
information, that provides user-selected, multiple outcomes as decision points to support dialogic reflection. Theoretical
and practical considerations for conceptualizing this multiple outcome strategy, quality review components and design specifications
are discussed. 相似文献
176.
Tricia A. Zucker Laura M. Justice Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2010
This study examined the extent to which preschool teachers used literal and inferential questions during classroom-based shared reading. Specific foci included (a) investigating the association among the level of literal or inferential language in the text, teachers’ text-related questions, and children's responses using sequential analysis, and (b) examining the relation between teachers’ inferential questioning and children's vocabulary outcomes. Participants included 25 preschool teachers and 159 four-year-old children. Teachers videotaped their whole-class shared reading of an informational narrative text. Teachers and children's extratextual talk was analyzed and children completed standardized vocabulary assessments in fall and spring of the academic year. When reading this informational narrative text, teachers posed, on average, slightly more inferential questions than literal questions. Significant sequential associations were observed between the level of teachers’ questions and child responses, with inferential questions consistently eliciting inferential child responses. Few characteristics of teachers’ questions were associated with children's vocabulary outcomes. Results suggest that preschool teachers can use inferential questioning to encourage children to participate in conversation at complex, inferential levels; informational texts appear to provide a successful context for this inferential discourse. Implications for teachers and allied professionals are discussed. 相似文献
177.
We undertook two studies to determine the validity and reliability of the revised Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2). In Study 1, 201 female athletes (mean age 16.4 years) were administered the initial version of the PMCSQ-2 and a measure of reported tension and pressure experienced in sport. Exploratory principal component analysis suggested that the PMCSQ-2 contained two higher-order scales (Task-Involving and Ego-Involving climates), each with three subscales (Task: Cooperative Learning, Effort/Improvement, Important Role; Ego: Intra-Team Member Rivalry, Unequal Recognition, Punishment for Mistakes). In Study 2, 385 female volleyball players (mean age 15.2 years) completed the PMCSQ-2, the Intrinsic Motivation Inventory and a measure of Team Satisfaction. Confirmatory factor analysis was applied to six competing models. The oblique six-factor model and oblique hierarchical model provided comparable fit to the data. Acceptable fit was reached based on model respecification. Across Studies 1 and 2, internal consistency was found to be acceptable for the higher-order scales and subscales (with the exception of the Intra-Team Member Rivalry subscale). We found evidence for the concurrent validity of the instrument. 相似文献
178.
Steven N. Blair Aaron Blair Russell R. Pate Henry G. Howe Morton Rosenberg Gwynne M. Parker 《Research quarterly for exercise and sport》2013,84(4):505-511
Abstract This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kindergarten children. In addition the follow-up test indicated no long term effects on academic performance. 相似文献
179.
180.
Patterns of doctoral study and subsequent career progress were compared for 756 men and women doctoral graduates in education at a research university from two six-year periods, one before and one after a rapid nation-wide increase in the percentage of women doctorates. Despite advantages relative to men in admission, financial support and full-time study, women doctorates of both periods had achieved less career progress than men but held similarly positive perceptions concerning career impact of the degree. Work experience prior to doctoral study strongly predicted career progress for both genders. Thus, affirmative action may have positively affected the careers of recent women doctorates who were younger and who began study with less established careers than women doctorates prior to 1970. 相似文献