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181.
182.
Ruth Cronje Kelly Murray Spencer Rohlinger Todd Wellnitz 《International Journal of Science Education》2013,35(16):2718-2731
Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n?=?51 students) with another three sections serving as a control (n?=?47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P?=?0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P?=?0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings. 相似文献
183.
Action research and reflective practice: towards a holistic view 总被引:5,自引:5,他引:0
Two concepts that have captured the imagination of the educational community in the last 60 years have been those of ‘reflective practice’ and ‘action research’. Both, in their various forms, are considered to be critical dimensions of the professional development of teachers. However, whilst both were receiving academic attention during the 1930s and 1940s (Lewin, 1934, cited in Adelman, 1993; Lewin, 1946; Dewey, 1933), it was not until Stenhouse's (1975) notion of the teacher-as-researcher that the two came most compellingly into relationship and educational action research as a process, which held at its centre different kinds of reflection, began to be reformulated in Britain (Carr, 1993). This article considers the important part played in teachers' development by different kinds of action research. Its central thesis is that, although action research has a critical role to play not least as a means of building the capacity of teachers as researchers of their own practice, there has been insufficient attention given to both the nature of reflection in the action research process, and its relationship to the purposes, processes and outcomes. The article challenges the rational, cognitive models of reflection that are implicit in much of the action research literature. It suggests that more attention needs to be given to the importance of the role of emotion in understanding and developing the capacities for reflection which facilitates personal, professional and ultimately system change 相似文献
184.
Professor C. K. Thomas Robert West Russell H. Wagner Ruth B. Bozell Walter H. Wilke John V. Neale 《Quarterly Journal of Speech》2013,99(3):464-476
Speech Correction on the Contract Plan. By Ruth B. Manser. New York: Prentice‐Hall, Inc., 1935; pp. xix + 333. Leadership in a Changing World. Ed. by M. David Hoffman and Ruth Wanger. New York: Harper and Bros., 1935 ; pp. xv + 418. Your Telltale English. By Sophie C. Hadida. New York: G. P. Putnam's Sons, 1935 ; pp. 419. $2.00. Propaganda; Its Psychology and Technique. By Leonard W. Doob. New York: Henry Holt and Co., 1935; pp. x + 424. $3.00. The 1932 Campaign: An Analysis. By Roy V. Peel and Thomas C. Donnelly. New York: Farrar and Rinehart, 1935; pp. viii + 242. $1.50. A B C of Reading. By Ezra Pound. New Haven: Yale University Press, 1934; pp. xii + 197. Lotteries. Compiled by Helen M. Muller. New York: H. W. Wilson Co., 1935 ; pp. 128. $0.90. Old Age Pensions. Compiled by Julia E. Johnsen. New York: H. W. Wilson Co., 1935 ; pp. 295. $0.90. Socialized Medicine. A debate reprinted from the University Debaters’ Annual for 1933–1934. New York: H. W. Wilson Co., 1935 ; pp. 31: $.35. Road To War: America 1914–1917. By Walter Millis. Boston and New York: Houghton Miffiin Company, 1935 ; pp. ix + 466. Index. $3.00. Speech Therapy. By Emil Fröschels. Translated from the German by Joseph Noyes Haskell. Boston: The Expression Company, 1933 ; pp. 252. Speech in Childhood: Its Development and Disorders. By George Seth and Douglas Guthrie. New York: Oxford University Press, 1935 ; pp. x + 224. $3.50. A Study of Illiteracy in C.C.C. Camps. Washington: Bulletin 110068 of the United States Office of Education, Department of the Interior, 1935. Propaganda and Promotional Activities. An Annotated Bibliography. By H. D. Lasswell, R. D. Casey, and B. L. Smith. Minneapolis: University of Minnesota Press, 1935 ; pp. 450. World Politics and Personal Insecurity. By H. D. Lasswell. New York: Whittlesey House, 1935 ; pp. 307. Fox. By Christopher Hobhouse. Boston and New York: Houghton Mifflin Company, 1935; pp. 320. $3.50. Architecture for the New Theatre. Edited by Edith J. R. Isaacs. Published for the National Theatre Conference. New York: Theatre Arts, Inc., 1935 ; pp. 125. $2.50. Directing for the Amateur Stage. By Leslie Crump. New York: Dodd, Mead &; Co., 1935; pp. xi + 235. $2.50. Freedom of the Press. By George Seldes. Indianapolis: The Bobbs‐ Merrill Co., 1935 ; pp. 380. $2.75. Psychology of Acting. By Lorenz Kjerbühl‐Petersen, translated by Sarah T. Barrows. Boston: Expression Company, 1935 ; pp. 255. $3.50. Congress or the Supreme Court. Edited by Egbert Ray Nichols. New York: Noble &; Noble, Inc., 1935; pp. 476. $2.00. Aphasia: A Clinical and Psychological Study. By Theodore Weisenburg and Katherine McBride. New York: The Commonwealth Fund, 1935 ; pp. 634. $5.00. Current English. By Arthur G. Kennedy. Boston: Ginn &; Co., 1935; pp. xiii + 737. $3.50. The Development of Modern English. By Stuart Robertson. New York: Prentice‐Hall, Inc., 1934; pp. vii + 559. $2.50. The Politician: His Habits, Outcries, and Protective Coloring. By James Harold Wallis. New York: The Frederick A. Stokes Co., 1935; pp. x + 333. $3.00. Play Production. By M. V. C. Jeffreys and R. W. Stopford. London: Methuen &; Co., New York: E. P. Dutton &; Co., 1933; pp. xviii + 199. $2.50. The Genesis and Growth of English. By J. S. Armour. New York: Oxford University Press, 1935; pp. xi + 182. $1.25. The Neutrality Policy of the United States. Compiled by Julia E. Johnsen. The Reference Shelf, vol. X, no. 7. New York: The H. W. Wilson Company, 1936; pp. 267. $0.90. How to Conduct Group Discussion. By A. F. Wileden and H. L. Ewbank. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1935; pp. 64. Who Should Pay the Doctor Bills. By H. L. Ewbank and Martin P. Anderson. Madison: Extension Service of the College of Agriculture, University of Wisconsin, 1936; pp. 38. Effective Speech: First Course. By Lousene Rousseau and Mary E. Cramer. New York: Harper &; Bros., 1936; pp. xii + 300. $1.20. The Science and Art of Speech. By Charles Robert Walsh. New York: Benziger Bros., 1935; pp. xvii + 193. $2.60. Mediaeval Artes Praedicandi: A Supplementary Hand‐List. By Harry Caplan. Ithaca: Cornell University Press, 1936; pp. 36. Masks and Marionettes. By Joseph Spencer Kennard. New York: The Macmillan Company, 1935; pp. ix + 129. $3.50. The Public Speaker's Scrapbook. By William G. Hoffman. New York: Whittlesey House, 1935; pp. xi + 269. $2.50. For Stutterers. By Smiley Blanton, M.D., and Margaret Gray Blanton. New York: D. Appleton‐Century Co., 1936; pp. xi + 191. $2.00. Basic Speech and Voice Science. By L. S. Judson and A. T. Weaver. Madison: The College Typing Company, 1933; pp. iv + 218. $4.25. Anecdotal History of the Science of Sound, to the Beginning of the 20th Century. By Dayton C. Miller. New York: The Macmillan Company, 1935 ; pp. xi + 114. $2.50. Lucius Q. C. Lainar. By Wirt Armistead Cate. Chapel Hill: The University of North Carolina Press, 1935 ; pp. xiii + 594. $5.00. Disorders of Speech and Voice, 4th ed. By Robert West. Madison: College Typing Co., 1935; pp. 144. $2.75. Bibliography of Disorders of Speech and Voice. By Robert West. Madison: College Typing Co., 1934; pp. 21. $0.50. Signals and Speech in Electrical Communication. By John Mills. New York: Harcourt, Brace and Company, 1934; pp. 281. $2.75. Something About Words. By Ernest Weekley. New York: E. P. Dutton and Co., 1936; pp. 233. $1.75. A History of the Philadelphia Theatre 1835–1855. By Arthur. Herman Wilson. Philadelphia: University of Pennsylvania Press, 1935 ; pp. 724. $6.00. How to Develop Your Speaking Voice, By E. H. Baxter Rinquest. Denver: Frank J. Wolf Publishing House, 1935; pp. 228. An Experience Curriculum in English. A Report of a Commission of the National Council of Teachers of English. W. Wilbur Hatfield, Chairman. New York: D. Appleton‐Century Company, Inc., 1935; pp. x + 323. $1.50. (To members of the N.C.T.E. $1.00.) 相似文献
185.
Nathan Crick 《Quarterly Journal of Speech》2013,99(4):337-364
With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences. 相似文献
186.
Ruth M. Wilson 《Quest (Human Kinetics)》2013,65(1):39-45
There has been a limited interest in examining physical education teacher educators’ role and practices in embedding professional responsibility and commitment to continued professional learning for both teacher educators and pre-service teachers in a physical education teacher education (PETE) program (MacPhail, 2011) Directed by a landscape of community of practice (CoP) as professional development (Parker, Patton &; Tannehill, 2012), this article shares four case studies that demonstrate the extent to which PETE learning can be mapped onto the landscape. In essence, a CoP is sustained over time, involves shared member goals, involves frequent discourse, is active and social, and is characterized by problems being solved by the members. The ideas in this article in tandem with Wenger's (1998) CoP process can encourage teacher educators to consider whether opportunities undertaken in a PETE program, and with colleagues external to the PETE program, encourage an authentic CoP. 相似文献
187.
Breaking the boundaries of Victorian imperialism or extending a reformed ‘paternalism’? Mary Carpenter and India 总被引:1,自引:0,他引:1
Ruth Watts 《History of education》2013,42(5):443-456
188.
Ruth Watts 《History of education》2013,42(3):306-319
Examining the evolution of medical education for women in a major city, this paper details the combination of private and public initiative, and the role of nonconformist denominational networks in Birmingham, one of the largest industrial and commercial centres of the British Empire. From the 1880s women gradually gained access to both higher education and professional training in medicine. This was necessarily underpinned by the growth of school science for girls. In this, the role of the new endowed and proprietary schools for girls was very significant in Birmingham but that of the School Board and LEA was also important, not least in demonstrating class and gendered attitudes in education and medicine. In theory from the 1880s and 1890s it was possible even for girls from elementary schools to proceed by way of scholarship both to secondary school and to university. Such educational opportunities expanded in early twentieth-century Birmingham yet always remained slimmer for girls. From 1900 the new university ostensibly gave equal rights to women in medical education as in all other studies. The university itself had grown out of local interests and patronage and saw itself as serving the local community. Birmingham’s liberal leaders believed in scientific education and social reform, including greater equality between the sexes, although contemporary cultural and social currents could militate against such high aspirations. Nevertheless, the university did take a lead in opening up medicine to women, allowing participation in professional life, for some at the highest levels, and serving the local city and regional community. 相似文献
189.
Ruth Watts 《History of education》2013,42(6):689-694
This appendix accompanies Ruth Watts' presidential address for the History of Education Society (UK), published in History of Education, May, 2005, vol.34, no.3, pages 225–241 under the title of ‘Gendering the story: change in the history of education’. The article in vol.34, no.3, looks over the history of women's and gender studies in the history of education from 1976 to the end of 2004 and examines the changes and effects of these studies in order to ask what historians of education can learn from this and where they should go next. The focus of the article is not just the presence of women or papers on them in history of education but whether the greater presence has changed both understanding of gender issues themselves and whether it has affected the whole field and if so, how? The article begins with a brief historiographical review of the field; second, it draws out key issues which represent the present state of affairs; and third, it provides a comparison of what is happening in gender history in a related field, science. It ends with suggestions for future research. The appendix printed below lists the articles published in History of Education from 1976 that formed the basis of the survey on which ‘Gendering the story: change in the history of education’ was based. 相似文献
190.
Ruth Watts 《History of education》2013,42(4):547-549