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991.
In the course of normal classroom lessons, 103 students (median 11.10 years) were asked to spend 15 min writing ‘anything you can think of’ about the number 50 on a blank page. The products were independently scored by 2 specialist art teachers and 2 specialist mathematics teachers on criteria relevant to their specialisations. Immediately before this task, however, half the students (depleted group) worked on difficult matching problems for 3 min, whereas controls worked on facile problems. Although volume of creative response appeared only marginally affected, depleted students were rated as lower on overall creativity (d?=?.8) by the arts teachers. The mathematics teachers also rated the depleted students as showing less quality in their work (d?=?.97). The depleted students cited fewer mathematical statements, but displayed more errors in statements they had written. The findings were interpreted in terms of ego depletion effects upon creativity. 相似文献
992.
Kimberly Posin Chan Jaimie Beth Colvin Marc Vinyard Claire Leach Mary Ann Naumann Paul Stenis 《图书馆管理杂志》2015,55(4):278-301
The authors discuss methods and challenges of supporting branch academic libraries overseas that are not staffed onsite by librarians or permanent staff. The authors present their two-pronged approach of creating a virtual presence carefully customized to the needs of the students studying abroad along with specially and highly trained student workers. The new program, grounded partly in theories from education and business management, is shown to have substantially improved both library services for our study abroad students as well as library student workers’ performance. 相似文献
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Ann Hassenpflug 《Clearing house (Menasha, Wis.)》2013,86(6):233-234
School district personnel and college of education faculty need to consider the potential impact of younger teacher candidates produced by an increasing number of accelerated programs. 相似文献
997.
Ann Hibner Koblitz 《International Journal of Science Education》2013,35(3):399-407
Gender theorists such as Evelyn Fox Keller suggest that science, through its association with objectivity, is inherently masculine. According to this theory women who enter science do so at considerable cost to their psyches. Such a view rests on weak evidence and is historically untenable; it can only hinder, and not help, efforts to improve women's position in society. 相似文献
998.
Social relations are often seen as transactions between individuals. The dynamic teacher, accordingly, is one who gives energy and knowledge to students. Because this understanding fails to appreciate the relational forces at work in the lively classroom, it produces unhealthy attitudes toward education. Teachers who try to live up to it will not only burn out, they will distort their students’ educational development. The vitality of the classroom comes from an energy that is created between teachers and students; it is an energy in which both teachers and students share, but for which neither is individually responsible. The successful teacher must be able to receive if they are to be able to give. This argument is advanced using interviews with Australian teachers and students, all of whom were asked to describe the teachers who changed their lives. 相似文献
999.
Ann Lewis Ian Davison Jean Ellins Louise Niblett Sarah Parsons Christopher Robertson Jeremy Sharpe 《British Journal of Special Education》2007,34(4):189-195
In this article, Ann Lewis, Professor of Education at the University of Birmingham, and Ian Davison, Jean Ellins, Louise Niblett, Sarah Parsons, Christopher Robertson and Jeremy Sharpe from the research team provide a summary of discussions and selected recommendations arising from four linked projects run between 2004 and 2006. The projects were funded by the Disability Rights Commission (DRC) and looked into the experiences of disabled pupils and their families across England, Scotland and Wales. A central aim of the research was to identify the key concerns and priorities in relation to their experiences of education for children and young people with special educational needs (SEN) or disabilities and their families in the UK. The research encompassed a UK-wide parent survey (N=1776); in-depth case studies of individual children and young people (N=36); group case studies (of, for example, school councils) (N=3); and a series of project advisory groups involving disabled people. Underlying these aspects was an emphasis on the importance and validity of hearing directly from (potentially all) children and young people themselves. Thus the work meshes closely with initiatives worldwide concerning the recognition of children's'voice'in matters that concern them. The authors are not aware of any comparable evidence which focuses in-depth on a wide cross-section of pupils with disabilities or special needs and their families in the UK-wide educational context and which is located alongside concurrent authoritative data concerning the views of parents and carers. 相似文献
1000.
This paper sets out to explore the implications of current patterns of participation and attainment, particularly among 16–19 year‐olds, for the further expansion of higher education in the UK. It uses a range of recent statistics on participation and attainment to describe what is termed ‘system slowdown’. It then explores a basis for ‘system acceleration’ through the development of five possible routes into higher education both for 16–19 year‐olds and for adults. We conclude the paper by looking briefly at a number of inter‐related strategies the Government could adopt to encourage ‘system acceleration’. We suggest that unless the Government is prepared to consider policy changes of this type, it is unlikely to reach the higher education participation target it has set itself and may also jeopardise the basis for a sustainable lifelong learning system for the 21st century. 相似文献