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91.
Marianne B. Barnes Emilia M. Hodge Melinda Parker Mary Jo Koroly 《Journal of Science Teacher Education》2006,17(3):243-264
The purpose of this study was to examine how the practicing science and mathematics teachers participating in the University
of Florida's Teacher Research Update Experience (TRUE) perceived their experiences in Summer 2000. We conducted in-depth interviews
and collected data from survey questionnaires and addressed research in the following areas: How do participants perceive
their experiences during the 7-week program designed to enhance science, mathematics, and technology knowledge and skills?
How have these experiences contributed to their professional and personal growth and development, and how will they influence
teaching and student learning? Findings from interviews provided insights into the thoughts, motivations, and, in some cases,
insecurities of these adult learners. Follow-up studies are indicated on long-term impact of immersion professional development
programs. 相似文献
92.
Grugan Michael C. Hill Andrew P. Madigan Daniel J. Donachie Tracy C. Olsson Luke F. Etherson Marianne E. 《Educational Psychology Review》2021,33(4):1631-1673
Educational Psychology Review - Perfectionism has long been recognised as a psychological factor that can enhance or interfere with the healthy adjustment of young students who are academically... 相似文献
93.
Barba Marianne P. Carrolton Eleanor T. Yeaw Evelyn M. J. 《Innovative Higher Education》1985,9(2):121-127
Innovative Higher Education - This article presents portfolio as one alternate approach to assessment of prior learning as a means for placement of registered nurses in a large baccalaureate... 相似文献
94.
Tania M. Schusler Marianne E. Krasny Daniel J. Decker 《Environmental Education Research》2017,23(4):533-552
While environmental action is recognized as an effective approach for developing young people’s capabilities as citizens and contributing to environmental improvements, little research has addressed how adults facilitate youth action projects. Environmental action involves a partnership among youth and adults characterized by shared decision-making. We sought insights into the adult experience of shared decision-making through phenomenological interviews with 33 educators facilitating youth environmental action in various non-formal and formal settings in the USA. Educators described experiencing tensions in sharing decision-making power, which we conceive of as a duality – two inseparable elements both contradictory and complementary that drive the dynamics of a system. The duality consists of youth autonomy and adult authority, which stems not only from formally vested decision-making power but also adults’ experience and wisdom. Educators navigated this duality through diverse approaches to structuring youth participation, supporting youth, valuing mutual learning, and communicating transparently to develop equitable relationships. 相似文献
95.
Marianne Tracy 《Action Learning: Research and Practice》2011,8(2):159-164
The increasing emphasis on innovation in executive development has important implications for contemporary organizations talent professionals and strategy creators. Providing an experience that addresses individual and team development, strategic innovation, organizational alignment and the integration of values is the objective of the action learning programme at International Business Machines (IBM). This article identifies the frameworks and lessons learned in the action learning experiences of Integration and Values Team, the top 300 executives, at IBM. 相似文献
96.
Timothy A. Exell Marianne J.R. Gittoes Gareth Irwin David G. Kerwin 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):532-541
The aims of this study were to evaluate the accuracy of centre of pressure (COP) data obtained during transition of load across the boundary between two force plates, and secondly to examine the effect of such COP data on joint kinetics during sprint running performances. COP data were collected from two piezoelectric force plates as a trolley wheel was rolled across the boundary between the plates. Position data for the trolley were collected using an opto-electronic motion analysis system for comparison with COP data. Mean COP errors during transition across the plate boundary were 0.003 ± 0.002 m relative to a control point. Kinematic and kinetic data were also collected from eight athletes during sprint running trials to demonstrate the sensitivity of the inverse dynamics analysis to COP error for the ground contact phase of the dynamic movement trials. Kinetic sensitivity to the COP error was assessed during the entire stance phase for the ankle, knee, and hip joints and was less than 5% and 3% for joint moment and power data, respectively. Based on the small COP error during transition across plate boundaries, it is recommended that foot contacts overlapping two force plates may be included in inverse dynamics analyses. 相似文献
97.
This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the students’ level of word knowledge manifested in their talk. In this framework, highly developed knowledge of a word is conceptual knowledge. This includes understanding how the word is situated within a network of other words and ideas. The results suggest that students’ level of word knowledge develops toward conceptual knowledge when the students are required to apply the key concepts in their talk throughout all phases of inquiry. When the students become familiar with the key concepts through the initial inquiry activities, the students use the concepts as tools for furthering their conceptual understanding when they discuss their ideas and findings. However, conceptual understanding is not promoted when teachers do the talking for the students, rephrasing their responses into the correct answer or neglecting to address the students’ everyday perceptions of scientific phenomena. 相似文献
98.
Action Learning—a learning and teaching method in the preparation programme for supervisors of midwives 总被引:2,自引:2,他引:2
Marianne Mead Carole Yearley Chris Lawrence Cathy Rogers 《Action Learning: Research and Practice》2006,3(2):175-186
Supervision of midwives is a statutory responsibility, which provides a mechanism for support and guidance to every practising midwife in the United Kingdom. To be eligible for appointment as a supervisor, midwives are required to undertake a preparation programme successfully. Because of the changing nature of the professional role and education, the level of the programme of preparation has evolved from an attendance course, to programmes delivered at diploma, degree and, more recently, Masters' level. In collaboration with clinical colleagues and the statutory authorities, the University of Hertfordshire has presented a programme of preparation at Masters' level since 1997. Revalidation in 2001 provided the opportunity to review the learning and teaching methods, and a decision was made to use Action Learning as an important component of the new programme that commenced in 2002. Alongside the normal university quality assessment mechanisms, a systematic evaluation was undertaken to explore the acceptability and perceived usefulness of Action Learning by the students of the second and third cohorts. This paper presents the findings of this evaluation. 相似文献
99.
100.
Marianne N. Bloch 《Early education and development》1991,2(2):95-108
Often early childhood educators who fail to frame their research or research methods in positivist traditions or theories of developmental psychology find themselves marginalized in their own field. A reason for the lack of recognition or acceptance of critical theoretical perspectives in early childhood education is the century-long domination of psychological and child development perspectives in the field of early childhood. A second reason relates to the important separate institutional histories of early and elementary education in the United States within academia. This paper explores both the disciplinary and institutional history of early childhood education in an effort to explain the continuing lack of acceptance of critical science perspectives in the field. The costs of this reliance in the past and for the future are discussed. 相似文献