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61.
Lyman A. Glenny 《Higher Education》1976,5(1):103-107
The National Commission on the Financing of Postsecondary Education. (1973).Financing Postsecondary Education in the United States. Washington, D.C.: U.S. Government Printing Office. (December). 相似文献
62.
Miri Barak Judson Harward George Kocur Steven Lerman 《Journal of Science Education and Technology》2007,16(4):325-336
Within the framework of MIT’s course 1.00: Introduction to Computers and Engineering Problem Solving, this paper describes
an innovative project entitled: Studio 1.00 that integrates lectures with in-class demonstrations, active learning sessions, and on-task feedback, through the use of
wireless laptop computers. This paper also describes a related evaluation study that investigated the effectiveness of different
instructional strategies, comparing traditional teaching with two models of the studio format. Students’ learning outcomes,
specifically, their final grades and conceptual understanding of computational methods and programming, were examined. Findings
indicated that Studio-1.00, in both its extensive- and partial-active learning modes, enhanced students’ learning outcomes
in Java programming. Comparing to the traditional courses, more students in the studio courses received “A” as their final
grade and less failed. Moreover, students who regularly attended the active learning sessions were able to conceptualize programming
principles better than their peers. We have also found two weaknesses in the teaching format of Studio-1.00 that can guide
future versions of the course. 相似文献
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Judson C. Laughter 《Teaching and Teacher Education》2011,27(1):43-50
In this study, White preservice teachers engaged in a dialogue circle around issues of race and racism in the classroom. Evidence indicated a need to reevaluate and diversify the ways in which each participant embodied and enacted Whiteness. The participants are compared to generalizations of White preservice teachers found in the literature. Findings are presented in the form of racial development biographies co-written with the participants. Implications include being more specific and individual in the preparation of White preservice teachers and rethinking assumptions in the field of Multicultural Teacher Education. 相似文献
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Benj.Smith Lyman 《Journal of The Franklin Institute》1900,150(4):285-299
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This article is a case study of the thinking and actions of Mr. Corrigan, an experienced high school chemistry teacher. We explored Corrigan's ideas on teaching science by conducting two types of interviews, and wrote a case summary for Corrigan to read that compared his ideas with our classroom observations. We described his practice as centering on structured classroom and laboratory time, and contrasted it with his emphasis on students' exploratory thinking in the interviews. Corrigan's reflections on the case summary revealed a set of tacit conceptions of teaching science centered on the necessity of having a highly organized classroom and laboratory to ensure students' content understanding and success on tests and in college. We felt Corrigan faced a dilemma in that he values both his control of learning activities and the students' learning through exploration. Corrigan was confident in his practice and did not see much of a dilemma, and felt he was attending to both aspects of his thinking in an adequate fashion. Corrigan's reflections on the case summary are presented as a commentary on our perspective of the relationship between his thinking and actions. Working with Corrigan revealed to us the complexity of characterizing a teacher's thinking and its relationship to actions, and the value of the insight researchers gain from discussing their conclusions with the teacher. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 239–254, 1997. 相似文献
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