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121.
122.
Joe Tin‐yau Lo 《Compare》2007,37(1):37-51
Facing the trend and pressure of globalisation, the history curricula of Hong Kong and Shanghai have been undergoing reforms in order to better equip the youth for coping with rapid contextual changes. At the same time, there have been attempts to reposition nationalism in the changing contexts. This paper aims to compare and contrast how the forces of nationalism and globalisation affect, and are re‐presented in, the contents of the junior secondary history curricula of the two cities, with a view to exploring the convergent and divergent trends of development in the two systems (capitalist and socialist) within one country. It is expected that the findings will shed light on the continuities and changes in the junior secondary history curricula of the two cities, and explore possible alternatives for the improvement of history education. 相似文献
123.
124.
Catherine McLoughlin & Joe Luca 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):571-582
In traditional face–to–face classrooms, collaborative learning has been endorsed as an effective pedagogy that fosters skills of analysis, communication and higher order thinking. Increasingly, as online learning environments for tertiary learners make use of course support systems, there is greater recognition of the potential of communications technologies to foster dialogue, networking and team skills among learners. Such skills are now among the recognised core attributes that graduates are expected to develop. In face–to–face classroom students learn the skills of collaboration and teamwork by engaging in tasks defined and supervised by a teacher. In online environments teacher presence is often limited to task definition, management and feedback functions. Team skills and collaboration therefore need to be supported though different pedagogies and processes such as establishing a climate of trust and openness, communication protocols, resolution of conflict and group processes that provide sanctions and support. In this paper we describe an innovative approach to building the skills of decision–making and conflict resolution, leadership and clarity in goal setting and communication. A case study of tertiary learners illustrates how the essential aspects of task definition, resources to support group learning and integrated online assessment foster team skills. 相似文献
125.
OBJECTIVE: The primary purpose of this study was to use an ecological assessment model to obtain a better understanding of difficult situations that home visitors confront when implementing home visitation services. METHOD: A mixed method study was used which included conducting focus groups to identify specific situations faced by home visitors who implement the Healthy Families America model of child abuse and neglect prevention. The results of the focus groups were used to design a survey. The survey had 91 Healthy Families home visitors rate situations according to frequency and difficulty. RESULTS: The results revealed that situations that were ranked most difficult included working with families where there are limited resources, where family mental illness is present (e.g., threatening suicide), where there is substance use in the home, and where families are unmotivated. A factor analysis of the situations produced five factors that reflect the difficulty of doing home visitation: having a lack of clinical skill, addressing family difficulties, addressing parenting difficulties, resolving personal difficulties, and having a lack of experience. CONCLUSION: The situations identified in this study can assist in developing the competencies needed by home visitors. The factor analysis results can be conceptualized into an inventory for staff supervision, with workers completing the inventory to identify individual areas of training needs. 相似文献
126.
Mr. Peter Aubusson Associate Professor Joe Relich Mr. Dan Wotherspoon 《Research in Science Education》1991,21(1):10-19
About 100 science teachers in the Sydney Metropolitan West Region were surveyed to determine their professional development
needs and the ways in which these needs could be met. The findings provide a ranking of science teacher perceived professional
development needs, a list of possible incentives to motivate science teachers to complete inservice programs (in priority
order) and an indication of the preferred modes of presentation to meet professional development needs. In general, science
teachers stated a preference for professional development related to modern trends in science education directly related to
classroom practice. In contrast to recommendations from DEET, science teachers indicated a preference for traditional models
of inservice. Data related to preferred mode of inservice indicated significant gender differences.
Specializations: science teacher professional development.
Specializations: educational psychology and research design.
Specialization: constructivist approaches in science education. 相似文献
127.
Joe Cain 《Endeavour》2002,26(4)
Mammoth remains became evidence for many theories about Earth's history, as this study carefully traces. A superb case study at the intersection of science and culture. 相似文献
128.
ABSTRACTIn Scotland, although there is no agreed definition of what constitutes the humanities, they have their locus principally within two of eight curricular areas in Curriculum for Excellence (CfE): Social Studies (SS) and Religious and Moral Education (RME). Both SS and RME are contexts for learning where broad principles apply in relation to curricular coverage. These principles are formalised in Experiences and Outcomes for each of these curricular areas which provide broad guidance around topic areas for study while allowing for the use of local contexts for learning and flexibility in pedagogy. Key opportunities in SS include: exciting and engaging learners, enabling personalisation and choice and equipping learners with a range of skills. In RME, opportunities include helping learners to: understand themselves and others; draw upon religious and other beliefs in forming their own views and engaging in positive social change. Key challenges for SS include: ensuring breadth and depth of coverage; reaching agreed standards across the educational community; responding to the requirement for an increased focus on literacy and numeracy. In RME challenges include: ensuring that national expectations are met; ensuring breadth and depth in learning; the nature and role of assessment; practitioner and parental conceptualisations of the curricular area. 相似文献
129.
Matthew H. E. M. Browning Marc J. Stern Nicole M. Ardoin Joe E. Heimlich 《Environmental Education Research》2018,24(3):326-342
Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences. 相似文献
130.
Winegrape is an important perennial crop in California, USA. Each year California winegrape farming consumes about 20 million
kilograms of pesticides that have been a pollutant source to the fresh water systems of the state. The variation of pesticide
use among winegrape growers has been significant. It has been observed that some growers have developed effective ways to
reduce pesticide use, yet control pests efficiently to ensure harvest. Identification of the growers with low and high pesticide
use is very helpful to extension programs that aim on reducing pesticide environmental risk. In this study, an index approach
is proposed to quantitatively measure pesticide use intensity at grower level. An integrated pesticide use index is developed
by taking pesticide quantity and toxicity into account. An additive formula and a multiplying formula were used to calculate
the pesticide use index, i.e., PUI and PUIM. It was found that both PUI and PUIM were capable of identifying the low and high
pesticide users while PUI was slightly more conservative than PUIM. All pesticides used in California winegrape farming were
taken into account for calculating the indices. Madera County, one of the largest winegrape producers in California, was taken
as an example to test the proposed approach. In year 2000, among the total 208 winegrape growers, 28 with PUI≤10 and 34 with
10<PUI≤20 were identified as low pesticide users who were characterized with both low quantity and low toxicity of pesticide
use. Most of the growers had small-sized vineyards, i.e., one field and small planted areas. Furthermore, they had very low
pesticide use intensity, used only 1–2 types of pesticides (mainly fungicides), applied few pesticides (1–3 only), and emphasized
the use of low toxicity compounds. Meanwhile, 19 growers with PUI>60, identified as high pesticide users, had large-sized
vineyards, i.e., more fields and large planted areas. They used all types of pesticides and many compounds, which indicated
that their pest controls heavily depended on pesticides rather than on-farm management. Through the case study, the proposed
approach proved to be useful for analyzing the growers’ pesticide use intensities and interpreting their pesticide use behaviors,
which led to a new start point for further investigation of searching ways to reduce pesticide environmental risk. 相似文献