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191.
In the wake of accreditation cycles stressing student outcomes, we believed the reflective and practitioner-centered philosophy of action research a perfect fit for effecting institutional improvements for a four-year grant-funded effort in our urban–suburban community colleges in California. We learned that things were both worse and better than we had imagined. While we had anticipated what we will call ‘the Bad’, the classic budgetary and institutional forces buffeting us, our project, and our institutions, we had not anticipated what we will call ‘the Ugly’. And perhaps because of our grasp of ‘the Bad’, we also had not anticipated what we will call ‘the Good’. We found ourselves challenged to rethink how to encourage colleagues to become reflective practitioners, yet able to appreciate the power of action research to lead to genuine transformation. 相似文献
192.
Five ratios RH, RT, SH, ST and SZ derived from the three-part division of a set of sources in h-core, h-tail and uncited sources are defined. Dynamic changes in the three independent ratios RH, SH and SZ are studied for six selected topics. Data about these topics are obtained from the Web of Science for scientific papers and Derwent Innovations Index for technical patents. It is observed that all RH- and SH-values decrease when the time span widens, while SZ stays the same or increases; and that all RH- and SH-values for papers are larger than the corresponding values for patents. The shifted Lotka distribution is used in a theoretical interpretation of these empirical phenomena. 相似文献
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194.
The purpose of this paper is to explore the literature on the status of women's health behavior and the benefits of physical activity using Self-Determination Theory (SDT) as an organizing framewrok for syntbcsizing and interpreing the extant research. The Health Belief Model and the Transtheoretical Model (Stages of Change) are included in that framework. Women's physical activity behaviors are examined through the lens of SDT with the intention of identifying strategies to design theoretically based intervention programs to increase women's participation in physical activity. Interventions that have been succcessful in modifying exercise behavior in women have been characterzed as individualized, flexible, and tailored to meet women's specific needs. SDT can be used to direct future research by investigating how autonomy, relatedness, and competence can be incorporate in program to increase women's self-determination with regard to heir physical activity and ultimately facilitate internalized, intrinsic motivation leading to loag-term behavior change 相似文献
195.
An ‘energetic and controversial’ historian of education yesterday and today: A. F. Leach (1851–1915)
Joan Simon 《History of education》2013,42(3):367-380
This article is posthumously published as the late Joan Simon’s most recent contribution to ongoing debates in historiography of education. Joan remained an active writer and a contributor to this journal and submitted the present article only months before her death, with characteristic determination to engage in historiographical debate, and to contextualize and defend her own contribution to the field. Like other periods preceding the Industrial Revolution, the later Middle Ages and Renaissance tend to have been neglected by historians of education in recent years, and the discussion below reminds us how recently, and for good reason, debate concerning the Reformation remained central to the historiography of education. Implications of the contemporary politics of education for historical interpretation are well illustrated. But the autobiographical threads of this piece also reveal the significance of personalities and academic politics in the configuration of prevailing interpretations of history. These factors impinge on the publication and editing of learned journals as well as more generally on the positioning of research in education history between its originating intellectual discipline on the one hand, and on the other the field of practice to which its insights contribute. 相似文献
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197.
This article presents an activity that engages students in considering characteristics of a random sequence, in this case, a randomly generated playlist of songs using the iPod shuffle feature. Students examine simulated sequences of randomly generated songs from a small music library in order to identify characteristics that are used to develop rules that they then apply to judge whether three suspicious lists are likely to be nonrandom. 相似文献
198.
This study evaluated a professional learning approach using a core team (CT) model to assist primary (elementary) schools to develop whole-school collaborative conflict resolution processes. Thirteen schools were matched and randomly assigned to the enhancing relationships in school communities programme (n?=?10) or a non-programme control group (n?=?3). Programme schools provided a core (professional learning) team, who attended professional learning days, and disseminated programme content throughout their schools. Programme schools also received one full school staff workshop. After one year, CT participants were more likely to apply a collaborative conflict resolution model to problem scenarios and report greater knowledge and skills compared to non-programme-school control participants. Compared to the non-programme control group, non-core team programme school staff described using more cooperative approaches to handling conflict, especially when they had received more professional development from their CT. Programme school teachers taught more hours conflict resolution curriculum, and increases in hours taught by programme (but not control) teachers were associated with teacher reported increases in student understanding and use of cooperative methods. Patterns also supported a role of self-efficacy in implementation. The potential usefulness of a CT professional learning model for assisting schools to develop cooperative conflict resolution approaches was supported. 相似文献
199.
This is the third of three studies using complementary designs to investigate the effects of teacher attire on student perceptions of instructors and instruction in contemporary college classrooms. In line with Studies One and Two, modest effects of attire on perceptions of extroversion and competence were found; however, previous conclusions that instructor attire has little meaningful, predictable effect on ratings of attributes related to either approachability or credibility were reinforced. Student judgements of such attributes were influenced far more by teacher use of immediacy behaviors than by attire. In particular, positive effects resulting from teachers’ choice of formal professional attire were not supported. This is the final study in a three‐part series designed to investigate the implications of instructor attire in the contemporary college classroom. Interest in this topic was sparked by collegial conversations regarding advice for new teaching assistants: What can they do to enhance credibility, approachability, and teacher evaluations? Does what they wear make a difference? 相似文献
200.