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51.
The paper discusses an on-going research project that studies students' and teachers' conceptions and dispositions of mathematics. Conceptions are the views that students hold on a subject, and what they believe is required in learning and doing the subject. Dispositions are the beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The participants are high school students, higher education students and mathematics teachers. The study utilizes self-reporting tools as well as focus groups and interviews in a three-stage research model. This is a work on progress. Results to date are briefly discussed. 相似文献
52.
Sherrie Lynne Lyons 《Science & Education》2010,19(4-5):445-459
Thomas Huxley more than anyone else was responsible for disseminating Darwin’s theory in the western world and maintained that investigating the history of life should be regarded as a purely scientific question free of theological speculation. The content and rhetorical strategy of Huxley’s defense of evolution is analyzed. Huxley argued that the classification of humans should be determined independent of any theories of origination of species. Besides providing evidence that demonstrated the close relationship between apes and humans, he also argued that a pithecoid ancestry in no way degraded humankind. In his broader defense of evolution he drew on his agnosticism to define what science could and could not explain. Theology made empirical claims and needed to be subject to the same standards of evidence as scientific claims. He maintained that even most scientific objections to evolution were religiously based. The objections to the theory fundamentally remain the same as in the nineteenth century and much can be learned from Huxley to develop effective strategies for educating the public about evolution. Huxley’s own scientific articles as well as his popular writings provide numerous examples that could be harnessed not only for the teaching of evolution, but also for understanding science as a process. 相似文献
53.
L. Earle Reybold S. David Brazer Lynne Schrum Kirsten W. Corda 《Innovative Higher Education》2012,37(3):227-242
Dissertation committees are complex social arenas that underscore expertise, image, and peer relationships—all of which affect
professional identity and advancement. This study presents a sampling of how early career women faculty members learn about
and negotiate their participation on dissertation committees. Research questions focused on participants’ concerns about the
social and political aspects of participation viz à viz peer relationships and faculty rewards. We analyzed interview data
using both holistic and constant comparative methods, resulting in a working model of active participation across three domains:
knowledge, access, and membership. We also identified developmental trends of dissertation committee engagement across the
early career. 相似文献
54.
55.
In a recent publication, Senge (All systems go: the change imperative for whole system reform. Corwin Press, Thousand Oaks, 2010, x) stated ??at no time in history has there been a more powerful need for a new vision of the purpose of education.?? Increasingly citizens, academics and practitioners are calling for radical changes to educational practices to meet the needs of a knowledge-based society in the twenty-first century (Dede in 21st Century skills: rethinking how students learn. Solution Tree Press, Bloomington, 2010; Hargreaves and Shirley in The fourth way: the inspiring future for educational change. Corwin Press, Thousand Oaks, 2009). Accomplishing such substantive educational change requires that individual educators collectively reshape their personal professional knowledge (Connelly and Clandinin in Teachers as curriculum planners: narratives of experiences. OISE Press, Toronto, 1988; Elbaz in Curriculum Inq 11(1):43?C71, 1981) and adapt their personal mental models (Duffy in J Staff Dev 24(1):30?C36, 2003). In 2000, we began a longitudinal study on the role of a school district in facilitating significant educational reform which required adaptations to individual and collective mental models of professional practice. Annually we conducted intensive interviews with a large sample of teachers, school and system administrators in this large Ontario, Canada school district. Recently, we conducted a retrospective analysis of these data collected in order to identify the conditions necessary for a large organization to support knowledge-creation and dissemination. In this paper, we identify three school district actions that triggered individual educators to challenge and reconstruct their professional personal practical mental models of the teaching and learning. First, improved student learning became the central focus of the school district. Second, the school district stressed and created opportunities for educators to collectively engage in professional dialogue about their practice. Third, the school district emphasized the importance of educators individually and collectively using evidence to assess whether their actions improved student learning. 相似文献
56.
57.
This article presents lessons learned about successful professional development for promoting technology integration from eight exemplary schools. Through a qualitative investigation into school leaders’ and teachers’ intentional goals of improving student engagement and achievement, formal, informal, and individual opportunities are described from these schools. The data led to a deep understanding of the ways these schools implemented PD; in most schools purposeful reconfiguration of the entire curriculum was a corollary to the professional development. We found that the most effective models incorporated district wide, school based, formal and informal opportunities that accommodated preferences in both learning and delivery models. 相似文献
58.
59.
Lynne A. Nikolychuk 《媒体管理杂志》2013,15(2):118-123
Abstract This paper is an extract from the report of a case study into the programme supply make/buy decision of the UK's main terrestrial commercial television channel, ITV. It compares this decision in the start‐up period (1954–1964) with the latest operating period (1992–2001) to show how programme supply arrangements have changed. It also provides an interpretation for why these changes have occurred. ITV's continuing dominance of the UK terrestrial commercial market permits this paper to be examined as a country specific case of how organising structures for programme supply evolve. Due to the concise nature of this paper, only one aspect of the make/buy decision is compared: changes to the structure within which programme supply decisions are determined. The analysis is based on state archives and interviews. It is concluded that contractual ambiguity and political fear of the social impact of commercial television initially inhibited the adoption of a competitive programme supply structure. Later changes to this structure are attributed to increased contract specification and a more market‐oriented approach. A brief theoretical interpretation based on transaction cost economics, economic sociology, and the property rights literature is provided. 相似文献
60.
Research indicates that individuals with elevated levels of public speaking anxiety report significantly different mental representations of the public speaking context, when compared to individuals with lower levels of anxiety. To examine the effect of the differences in mental representations, narratives for three public speaking contexts were developed. Results indicated that disposition (i.e., trait apprehension) was a better predictor of state anxiety when giving an impromptu speech. Situational factors (i.e., importance, skills, impression), however, were better predictors of state anxiety when either giving a speech to a 5th grade class or giving a speech to friends. 相似文献