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51.
Theresa A. Cullen Valarie L. Akerson Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(8):971-992
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may
not approach it as research. This paper presents a reflective discussion of how and when a professional development team used
an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching
strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold
the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related
to management and support of the professional development model. Evaluation results are shared to suggest how this approach
can be improved in the future. 相似文献
52.
The ability to teach one’s self is a critical skill for workers in the 21st century because of the rapidity of change and
innovation. To educate students to meet this challenge, we need to re-envision curriculum with the goal of producing graduates
who have the ability to complete the transition from novice to expert after graduation and continue to deepen their expertise
throughout their careers. Using engineering education as a model of current efforts in curricular revision, we present a method
for curricular review based on learning types in order to design an undergraduate experience that is transformative and congruent
with a learner-centered approach.
Michael Harris received his Ph.D. in Public Policy from Indiana University, his Master’s degree from Tel-Aviv University, and his undergraduate
degree in economics and business administration from Ben-llan University. He is a graduate of the Harvard Graduate School
of Education Institute for Educational Management (IEM) and Management Development Program (MDP). Dr. Harris serves as the
Provost and Vice President for Academic Affairs at Kettering University.
Roxanne Cullen holds a Ph.D. in English from Bowling Green State University with a specialization in Composition Theory and Rhetoric. She
is currently Professor of English at Ferris State University, where she has also held various administrative posts. 相似文献
53.
This study explored the development of a community of learners through a professional development program to improve teachers' views of nature of science (NOS) and teaching practice. The Views of Nature of Science questionnaire and interviews were used to assess teachers' conceptions of NOS three times over the course of the study. Notes and videotapes taken during workshops and classroom observations were used to track influence of the community of learners on classroom practice. The community of practice (CoP) was fostered through an intensive summer workshop, monthly school site workshops, and classroom support to aid teachers in incorporating new techniques and reflecting upon their learning and practice. We found that teachers became aware of their changes in views about NOS once they struggled with the concepts in their own teaching and discussed their struggles within the professional development community. The CoP on its own was not sufficient to change teacher's practice or knowledge, but it created a well‐supported environment that facilitated teacher change when paired with NOS modeling and explicit reflection. Cases of three teachers are used to illustrate changes in views and teaching practice common to the teachers in this study. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 1090–1113, 2009 相似文献
54.
This study was designed to examine the effects of self-efficacy, expectations of future work environment, and emotional intelligence on preservice teacher commitment to the teaching profession on a sample of 209 preservice teachers. The purpose of the study was to add to the existing knowledge surrounding preservice teacher commitment and promote new ways to approach teacher education. Using correlation and regression analyses, we found that preservice teacher self-efficacy expectations surrounding classroom management, instructional strategies, and student engagement were positively correlated with commitment. Preservice teacher expectations of future work environment influenced their satisfaction with the profession, which was also positively correlated with their commitment to enter the profession. Preservice teachers with greater emotional awareness and pro-motivational thinking also demonstrated higher levels of commitment. 相似文献
55.
Institutions are attempting to revitalize undergraduate education through the shift of the dominant pedagogy to a learner-centered
focus. While this is encouraging, it is crucial to acknowledge that most of the efforts and literature on the learner-centered
paradigm have necessarily focused on strategies for faculty. It is, however, equally important for administrators to consider
the impact of the paradigm shift on their roles. Professional development and leadership training that takes into account
the need for both a technical shift and shift in perception is key to the success of the transition to a new paradigm.
Roxanne Cullen holds a Ph.D in English from Bowling Green State University with a specialization in Rhetoric, and she is a professor of English
at Ferris State University. She has held various leadership positions at the University, including serving as the first director
of the University Writing Center, the Academic Head of the Department of Languages and Literature, Interim Associate Dean
of the College of Arts and Sciences, Assistant Vice President for Academic Affairs and most recently Associate Vice President
for Academic Affairs.
Dr. Michael Harris received his Ph.D. in public policy from Indiana University, his master’s degree from Tel-Aviv University, and his undergraduate
degree in economics and business administration from Bar-Ilan University. He is a graduate of the Harvard Graduate School
of Education’s Institute For Educational Management (IEM) and the Management Development Program (MDP). Dr. Harris serves
as the Provost and Vice President for Academic Affairs at Kettering University. Dr. Harris specializes in public policy and
political economy, and he serves as a political commentator to a variety of broadcast and print media in the United States
and Israel. 相似文献
56.
The purpose of this paper is to build a predictive model of enrollment that provides data driven analysis to improve undergraduate recruitment efforts. We utilize an inquiry model, which examines the enrollment decisions of students that have made contact with our institution, a medium sized, public, Doctoral I university. A student, who makes an inquiry to our university such as by returning a request for information form, often provides far less information than is available from applicants. Despite this fact we find that characteristics of the student, as well as geographic and demographic data based on the student’s zip code are significant predictors of enrollment. Accounting for uncertainty in our model’s specification, we find that we are able to predict out of sample the enrollment decision of 89% of student inquiries. We also demonstrate how these findings can be used to improve marketing efforts. 相似文献
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