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151.
152.
Summary The evaluation of professional educational support personnel has not received the same attention nor generated the same efforts as the evaluation of classroom teachers. There is not yet a system for professional support personnel comparable to effective teaching behaviors, an omission that unsettles both specialized support staff and the generalist supervisors responsible for evaluating them.What we have presented here is a comprehensive approach applicable to professional support personnel. It begins with identifying district (student and community) needs, describing job responsibilities based on the goals of programs (clarified through the needs assessment), identifying staff behaviors as indicators of job performance, setting standards by which to measure staff performance, documenting the job performance, and using sound evaluation practices that incorporate all the necessary due process requirements for fairness. By involving the professional support personnel in each of these steps, evaluators will maximize the potential for growth as well as protect themselves and the evaluatees throughout the evaluation process. 相似文献
153.
Robert Fugmann Günter Kusemann Jakob Hermann Winter 《Information processing & management》1979,15(6):303-323
The possibilities and limitations of chemical reaction names as the basis for retrieving literature dealing with reaction types are briefly reviewed, as well as the capability of a mere substructure search in a file of reactants and products. It is demonstrated that reaction indexing ideally should be based on the identification of the reaction sites of the molecules involved, as well as on the representation of various kinds of relations between these reactive centers. The GREMAS reaction indexing of IDC is discussed as an example. Before a chemist can request information on reaction types that appear promising for a certain target molecule, he must be aware of their existence. The task of computer-assisted synthesis design is to submit suggestions of conceivable synthetic pathways to a target structure and so to alert the chemist to syntheses of which he had not yet been aware. The “reverse retrieval” technique is demonstrated to constitute a fundamental principle for this kind of information supply. If sufficiently developed and assisted by an effective system for the documentation and classification of reaction types, it can provide suggestions for syntheses at a considerable efficiency without requiring completion by additional principles. The IDC system of (Sub-) Structure search seems to be able to serve this purpose too, due to its flexibility, economics, and precision. The reverse retrieval offers solutions to a number of problems hitherto unresolved in information science. 相似文献
154.
William H. Overman Carol McLain Gail E. Ormsby Virginia Brooks 《Learning & behavior》1983,11(4):483-488
Squirrel monkeys (Saimiri sciureus) were trained on visual recognition memory tasks in a Wisconsin General Testing Apparatus with a trial-unique procedure that used 250 objects as stimuli. In Experiment 1, acquisition of a trial-unique delayed non-match-to-sample task (DNMS) was compared with acquisition of a trial-unique delayed match-to-sample (DMS) task. The DNMS task was learned in significantly fewer trials and with significantly fewer errors. Two animals in the DNMS group demonstrated highly accurate retention of the DNMS strategy despite an 11-month hiatus in experimental testing. In Experiment 2, the same procedures were used to study the learning of lists of 3, 5, 10, or 20 serially presented items. Although the animals were able to accurately remember lists of up to 20 items, there was no evidence of serial position effects. 相似文献
155.
156.
Journal of Science Teacher Education - 相似文献
157.
While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has
been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education,
the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines
the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances
the concept of readiness, and explores its implications for those who wish to promote change in the department.
Virginia S. Lee is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning,
and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her
Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide
curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment,
and the scholarship of teaching and learning.
Michael R. Hyman is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University.
He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol
University. His major research interest is the biodegradation of environmental pollutants.
Geraldine Luginbuhl is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received
her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest
in undergraduate education and, recently, inquiry-guided learning. 相似文献
158.
The effects of controversy and concurrence seeking and participation is age-homogeneous and age-heterogeneous cooperative learning groups were compared on achievement, achievement motivation, perspective-taking accuracy, and interpersonal attraction. In addition, the interaction among students within the cooperative learning groups was observed. One-hundred-twelve 4th-, 5th-, and 6th-grade students were assigned to conditions on a stratified random basis controlling for age, sex, reading ability, and homerooms. In all conditions, students studied two controversial issues with materials representing both pro and con views. In the controversy condition each small group was divided into two halves representing the pro and con sides. In the concurrence-seeking condition each small group studied pro and con materials on alternating days and were told to learn the material without arguing or disagreeing with one another. In the multi-age conditions 4th-, 5th, and 6th-graders were placed in the same learning groups, while in the single-age conditions students were placed in small groups with peers of the same age. The results indicate that controversy promoted higher achievement, greater achievement motivation, and more accurate perspective taking than did concurrence seeking. Multi-age learning groups had greater achievement motivation than did the single-age groups. 相似文献
159.
Summary Adults have tried to identify and to seek complex explanations for Potter's success. She explained it simply: “It is much
more satisfactory to address a real live child. I often think that was the secret of the success of Peter Rabbit; it was written
to a child—not made to order” (Lane, 1976, p. 183). She felt the more spontaneous the pleasure, the better the result.
You are encouraged to heed Potter's advice. Address the real live child as you enjoy the pleasure of this adventure into the
life and times of Beatrix Potter and all her animal friends. 相似文献
160.
Marzabal Ainoa Merino Cristian Moreira Patricia Delgado Virginia 《Research in Science Education》2019,49(4):1107-1123
Research in Science Education - One of the core practices of science teachers is the construction of science teaching explanations. These explanations serve to clarify concepts, procedures, facts,... 相似文献