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371.
For many graduate teaching assistants, the task of planning, organizing, motivating, and controlling classroom environments can be overwhelming. Empirical research pertaining to major classroom management problems experienced by TAs is scarce. This article is a report of a survey study regarding TA classroom management at a large, land-grant Research 1 University. The study provides specific information about TAs' perceptions of classroom management experiences and concerns based on TA type, gender, teaching experience, and academic discipline. The results of the study indicate that international and U.S. TAs experienced many common problems, but each of the two types of TAs also had unique problems. More U.S. TAs than international TAs reported experiencing classroom management problems. The years of TA teaching experience were significantly related to the number of classroom management problems and concerns TAs reported. Regression analysis revealed that TA type, teaching experience, and academic discipline, but not gender, were significant predictors of classroom problems and concerns. Discussion of the results, implications, and suggestions for further research are included. 相似文献
372.
Levan Lim Tan Ai Girl Marilyn M. Quah 《International Journal of Disability, Development & Education》2000,47(1):77-87
This study examined Singaporean parents’ perspectives on how much they valued major curriculum skill areas for their children with disabilities. Parents were also asked to indicate whether they expected priority skill items within the curriculum areas to be performed with assistance or independently. The results showed that the parents of children with moderate and severe disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional life skills, social relationship skills, and functional academics. Parents of children with mild disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional skills, functional academics, and social relationship skills. The results also showed that parents’ relative ratings of the other skill areas besides self-help skills were influenced by the level of disability of their children. The milder the disability, the higher the relative parental ratings and expectations for independent performance of social relationship skills, functional academics, and community-based life skills. Conversely, the more severe the disability, the lower the relative ratings of these skills and expectations for independent performance compared with self-help functional life skills. 相似文献
373.
What is the impact on students' writing samples of such factors as prompt features, prewriting activities, time limits, and examiner practices? How can these variables be systematically reported? 相似文献
374.
Marilyn Fain Apseloff 《Children‘s Literature in Education》1992,23(2):101-106
She is the author ofThey Wrote for Children Too (Greenwood Press, 1989),Elizabeth George Speare (Twayne, 1992), and has co-authoredNonsense Literature for Children (Library Professional Publications, 1989) with Celia Catlett Anderson. 相似文献
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A cross-cultural study of rural Australian Aboriginal children's undertanding of night and day 总被引:1,自引:0,他引:1
Marilyn Fleer 《Research in Science Education》1997,27(1):101-116
Traditional stories are told to many Aboriginal children about night and day throughout Australia. Do these stories influence their scientific thinking? Are there other cultural practices which may influence children's undertandings in science? This paper details a pilot study which sought to find out what four-to-eight year old rural Australian Aboriginal children from central New South Wales think about night and day (N=15). The research design was consistent with previous mainstream cross-cultural studies (Thijs &; Van Den Berg, 1995), but more culturally inclusive in its implementation. The findings raise serious questions about the framing of cross-cultural research and the realisation of indigenous data. 相似文献
380.
Applying case-based method in designing self-directed online instruction: a formative research study
Heng Luo Tiffany A. Koszalka Marilyn P. Arnone Ikseon Choi 《Educational technology research and development : ETR & D》2018,66(2):515-544
This study investigated the case-based method (CBM) instructional-design theory and its application in designing self-directed online instruction. The purpose of this study was to validate and refine the theory for a self-directed online instruction context. Guided by formative research methodology, this study first developed an online tutorial based on 13 design assumptions synthesized from the CBM literature. The researchers then formatively evaluated the online tutorial as a design instance of CBM through two iterations of design, evaluation, and revision. The major findings included: (1) perceived value of various CBM design features, (2) benefits and limitations of applying CBM in the tutorial design, and (3) validation and revision of a set of generic and context-specific CBM design assumptions. These findings extend our understanding of CBM to the context of self-directed online instruction and provide useful insights and practical guidance to inform instructional design practices. 相似文献