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901.
John Warren Stewig is Professor of Education at the University of Wisconsin—Milwaukee and is a past president of the Wisconsin and the National Council of Teachers of English. He is the author of articles in over two dozen different professional journals and has published twelve books. His latest book for children is a retelling ofStone Soup (Holiday House, 1991). 相似文献
902.
Rachel K. Fischer 《Public Library Quarterly》2018,37(3):279-295
ABSTRACTThis essay presents the major findings from a survey about human resource management in public libraries. The survey was conducted in October 2016 via the Internet. The participants were librarians with human resource management experience employed by public libraries in the United States. The majority of the participants responded that human resource management was challenging to some degree. While a majority were able to solve their human resource problems successfully, a majority of the respondents believed that the human resource curriculum for library science programs was inadequate. 相似文献
903.
Aurelia Minuti Karen Sorensen Rachel Schwartz Winifred S. King Nancy R. Glassman Racheline G. Habousha 《Medical reference services quarterly》2018,37(2):119-131
This article describes the development of a flipped classroom instructional module designed by librarians to teach first- and second-year medical students how to search the literature and find evidence-based articles. The pre-class module consists of an online component that includes reading, videos, and exercises relating to a clinical case. The in-class sessions, designed to reinforce important concepts, include various interactive activities. The specifics of designing both components are included for other health sciences librarians interested in presenting similar instruction. Challenges encountered, particularly in the live sessions, are detailed, as are the results of evaluations submitted by the students, who largely enjoyed the online component. Future plans are contingent on solving technical problems encountered during the in-class sessions. 相似文献
904.
Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429
905.
This collaborative action research project involves two educational psychologists (EPs) working with teachers from four primary schools to develop the use of solution‐focused approaches. The project illustrates a way in which EPs might make a distinctive contribution to improving outcomes for children and young people. Realist interviews were used to identify mechanisms responsible for encouraging change in practice and many of these can be linked to action research or solution‐focused approaches. The project will be funded for two years and this report is based on the first year. Progress has been encouraging and findings suggest that solution‐focused action research is a successful model for introducing a new initiative. 相似文献
906.
Graduate adapted physical education (APE) courses have typically been taught using face-to-face formats where the instructor and learners physically meet in a classroom and engage in discussions and experiential exercises. However, because in-service physical educators have time demands associated with teaching, coaching, and family commitments, face-to-face meetings may not be feasible. Therefore, online learning may provide a more efficient and effective method for training in-service physical educators to become APE specialists. The purpose of this article is to disseminate guidelines for developing and implementing online coursework in APE within the theoretical framework of andragogy (adult learning). In this article, the authors describe characteristics and implementation of an online APE graduate course for in-service physical educators based on andragogy theory. Andragogy theory addresses the particular needs of adult learners and is based on the idea that there are significant differences in learning characteristics between children and adults (Knowles, 1989). This article first describes four components fundamental to andragogical instruction: experiential learning, self-directed learning, engagement, and transformative learning. The narratives provide information and characteristics about online APE course development for PE teachers’ professional development and how andragogy approach is a useful and beneficial approach to enhance learning. 相似文献
907.
Students' views about science were correlated with their approaches to lab practice. Three distinct cases are discussed in detail: empiricist‐oriented, rationalist‐oriented, and constructivist‐oriented students. A coherent epistemological theory was constructed for each case, by considering the different degrees of certainty and confidence each student attributed to theoretical versus experimental knowledge in science. These theories could explain the difference between the students' methods of preparation for the lab session and their approaches to writing the lab report. It was shown that overconfidence in one type of knowledge led to oversimplification of the relation between theory and evidence. Findings suggest that epistemological theories play a crucial role in determining whether and how students coordinate theory and empirical evidence in their lab practice. Inspecting and correcting students' lab reports in accordance with these findings can offer an easy way to identify students' epistemological theories and to provide appropriate feedback. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1134–1159, 2007 相似文献
908.
Rachel E. Schachter Melissa M. Weber-Mayrer Shayne B. Piasta Ann O’Connell 《Early education and development》2018,29(6):852-872
Research Findings: This study investigated coaches’ interactions with educators in the context of a large-scale, state-implemented literacy professional development (PD). We examined log data and open-comment reports to understand what coaches found salient about their interactions with educators as well as how those reports aligned with the initial design of the PD. Coaches reported spending a large proportion of their interactions with educators completing administrative tasks. Our findings also indicate that coaches disproportionally targeted instructional content from the PD while also adding unrelated instructional content to their coaching. Although coaches reported focusing on relationship building, they reported using less efficacious coaching strategies (e.g., observation and discussion) more frequently than coaching strategies demonstrated to be more efficacious (e.g., modeling and coteaching). Practice or Policy: Our findings suggest an explanation for the mixed evidence around coaching, as coaches in the study seemed to move beyond the specifications of the PD in their coaching interactions. This work has implications for the design of PD for both improving coach training and allowing some flexibility to meet educators’ learning needs that may be secondary to the content of the PD. Findings also support the need for more nuanced mechanisms for investing in coaching and coaching outcomes. 相似文献
909.
Ankeny RA 《Endeavour》2003,27(2):87-92
The history of science tends to be recounted as a story of progress from early goals and discoveries to a unified outcome, in some sense implicit from the beginning, and often due to technological advances. The sequencing of the human genome is no exception. As a crucial part of the Human Genome Project, the history of genomic sequencing is typically presented as a direct result of the discoveries of the structure of DNA and its coding function, together with practical factors such as the development of techniques which made large-scale sequencing possible. However, the history of sequencing is inevitably a more complicated story, not only about molecular biology, but also about the evolving culture of scientific practice at the end of the 20th century. 相似文献
910.