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131.
132.
Previous Possessions, New Obligations was launched by Museums Australia Inc. in 1993, the International Year for the World's Indigenous People, as a policy framework to guide the development of relationships between museums in Australia and Indigenous Australians. The policy was based on consultation with Indigenous people to develop protocols, policies and procedures for more sensitive collection management and for including Indigenous people in research and public programs; and to address issues of governance. It expressed the values that would underpin new relationships between museums in Australia and Indigenous Australians. An evaluation of the policy was conducted in 2000 in a collaboration between the Australian Museum Audience Research Centre, Sydney, and Museums Australia Inc., Canberra. The evaluation found that the policy had substantially met its goals, particularly in establishing the primary rights of Indigenous people to control their cultural material in museum collections. However, a range of substantially new issues emerged which require new policy responses and initiatives. 相似文献
133.
The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject‐matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry‐based teaching practice and investigative classroom culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and classroom culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963–980, 2000 相似文献
134.
Karen Sullenger Steve Turner Hart Caplan Joe Crummey Rick Cuming Cynthia Charron Beth Corey 《科学教学研究杂志》2000,37(9):895-915
Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000 相似文献
135.
Informal sports can be described by looking at its symbiotic structure: the three roles doing sports, facilitating sports and organizing sports, coincide. This paper discusses what this means for the sports activities of adolescents. The areas in which informal sports activities for adolescents take place as well as the social structure are shaped by this symbiotic structure: informal sport is about using and defining space to create new sports facilities. On the basis of ethnographic research this paper will analyze how one gets “into the game” in those special areas. Due to missing external organizations, individuals are confronted with entry barriers because of established outsider relations. The established members differ from outsiders in that they can realize their own idea of sport. Gender differences are an important aspect in this context which will exemplarily be reconstructed and analyzed at the end. 相似文献
136.
Sensation seeking has been widely studied when investigating individual differences in the propensity for taking risks. However, risk taking can serve many different goals beyond the simple management of physiological arousal. The present study is an investigation of affect self-regulation as a predictor of risk-taking behaviors in high-risk sport. Risk-taking behaviors, negative affectivity, escape self-awareness strategy, and sensation seeking data were obtained from 265 high-risk sportsmen. Moderated hierarchical regression analysis revealed significant main and interaction effects of negative affectivity and escape self-awareness strategy in predicting risk-taking behaviors: high-risk sportsmen's negative affectivity leads them to adopt risk-taking behaviors only if they also use escape self-awareness strategy. Furthermore, the affective model remained significant when controlling for sensation seeking. The present study contributes to an in-depth understanding of risk taking in high-risk sport. 相似文献
137.
John Fantuzzo Jill Stoltzfus Megan Noone Lutz Helen Hamlet Vijaykumar Balraj Colleen Turner Samuel Mosca 《Early childhood research quarterly》1999,14(4):465
The present study is an evaluation of the special needs referral system in a large urban Head Start program. To assess the validity of this system, two assessments were conducted. The first examined a representative sample of 105 children who were formally referred for special needs services. The Early Intervention Screening Profile (EISP) was used to indicate the distribution of problem behaviors of these special needs children. Two independent raters evaluated all cases. Reliable evaluations revealed that all of the referred children displayed speech and language problems, with 70% showing only speech problems and 30% showing speech plus emotional and behavioral problems. The second assessment examined reports of teachers’ concerns about children program-wide by obtaining a representative sample of 203 children nominated by teachers as most likely to be identified as having special needs. Teachers completed a modified EISP. Results indicated that over 70% of the children evidenced emotional and behavioral problems with no accompanying speech difficulties and 30% displayed emotional and behavioral problems plus speech problems. Implications of referral biases were discussed. 相似文献
138.
Tim Mainhard Roeland van der Rijst Jan van Tartwijk Theo Wubbels 《Higher Education》2009,58(3):359-373
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information
about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback
to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire
on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’
perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can
be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback
on their interpersonal style towards a particular student. 相似文献
139.
Tim Murithi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,2(4):221-233
This essay examines the value of educating for peace. It does this through a consideration of the African cultural world-view
known as ubuntu, which highlights the essential unity of humanity and emphasises the importance of constantly referring to the principles
of empathy, sharing and cooperation in efforts to resolve our common problems. The essay is not based on field research, but
rather on a discussion of the issues pertaining to ubuntu and peace education. The discussion focuses on how Desmond Tutu utilised the principles of ubuntu during his leadership of the South African Truth and Reconciliation Commission. It also outlines the five stages of the peacemaking
process found among ubuntu societies: acknowledging guilt; showing remorse and repenting; asking for and giving forgiveness; and paying compensation
or reparations as a prelude to reconciliation. Potential lessons for educating for peace and reconciliation are highlighted
based on the premise that the ubuntu approach to human relationship-building can offer an example to the world. 相似文献
140.
In this study, we compared 12 statistical strategies proposed for selecting loglinear models for smoothing univariate test score distributions and for enhancing the stability of equipercentile equating functions. The major focus was on evaluating the effects of the selection strategies on equating function accuracy. Selection strategies' influence on the estimation of cumulative test score distributions was also assessed. The results of this simulation study differentiate the selection strategies and define the situations where their use has the most important implications for equating function accuracy. The recommended strategy for estimating test score distributions and for equating is AIC minimization. 相似文献