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191.
Wayne Dumas 《Clearing house (Menasha, Wis.)》2013,86(6):282-283
192.
Emma S. Thacker John K. Lee Paul G. Fitchett Wayne Journell 《Clearing house (Menasha, Wis.)》2013,86(4-5):193-200
While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the College, Career, and Civic Life (C3) Framework, as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers’ pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool. 相似文献
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Often, the traditional forms of performance assessment are incongruent with the emerging view of schools as learning organizations. In this pilot study, the authors explored the use of action research as an alternative means of teacher performance appraisal. The findings suggest that action research holds great promise in incorporating teacher learning, continual growth and teacher ownership into the appraisal process. However, this process also necessitated a conceptual shift to connect teacher performance appraisal practices with professional learning. 相似文献
194.
Wayne G. Ganpat Wendy-Ann P. Isaac Richard A.I. Brathwaite Isaac Bekele 《The Journal of Agricultural Education and Extension》2013,19(3):235-244
Abstract In this study, farmers were engaged in a participatory research project and their attitudes evaluated. The purpose was to identify the characteristics of farmers who are favourably predisposed towards meaningful participation in the process. Several cover crops were tested for possible use in the management of watergrass (Commelina diffusa), a noxious weed in banana cultivation. Small, limited-resource farmers were exposed to the essentials of systematic research through a process of experiential learning using participatory techniques. Thirty-six farmers evaluated three cover crops against the current weed control practice of farmers, which served as the control. Farmers and researchers collaborated on the experimental design, treatment allocation, data to be collected and the form of the analysis. Summary data were subjected by the farmers to the Overlap Test to evaluate differences among the treatments. Results indicated that one cover crop, Desmodium heterocarpon, was better than the others in controlling watergrass. These results were confirmed by ANOVA. A Likert-type scale, used to assess farmers’ attitude, showed that overall, farmers were generally favourable towards the process. Differences in responses to attitudinal statements were based mainly on farmers’ differing education levels. Some level of attrition was experienced in this process, mainly by the older and more experienced farmers. The younger, less experienced farmers completed the trials to a large extent. The results provide useful information for the selection of farmers to be involved in future participatory technology development initiatives. 相似文献
195.
News coverage of elections is a popular topic in mass and political communication research. Studies of this tradition usually focus on news articles and neglect another important element of news content: news photographs. In this study, newspaper photographs of presidential candidates in the United States and Taiwan were compared. Generally, US candidates were more likely to be portrayed as a beloved leader, at leisure, from the side or back, looking determined, as a leader and follower, standing or walking, and with cheering crowds. Candidates in Taiwan were more likely to be depicted in a ‘glad-to-see-you’ pose, with a camera angle looking down, with no expression, as an equal to others in the same photograph, and with inattentive people. How political and cultural differences between these two countries may have contributed to such variations was also discussed in this study. 相似文献
196.
Teacher sense of academic optimism is individual teachers' beliefs that they can teach effectively, their students can learn, and parents will support them so the teacher can press hard for learning. This new construct is grounded in the social cognitive and self-efficacy theories, social capital theory, work on school culture and climate and research on learned optimism. At the school level, collective academic optimism has been related to academic performance (Hoy, Tarter, & Woolfolk Hoy, 2006b). The analyses tested and supported the validity and reliability of the construct at the individual level with elementary school teachers in a confirmatory factor analysis using Structural Equation Modeling (SEM). 相似文献
197.
Membership in voluntary associations and participation in adult education programmes have long been recognized by researchers in the fields of adult education and sociology as closely related forms of participatory behaviour. This inquiry realizes the potential of this relationship for the study of participation in adult education programmes through the reformulation of a sociological construct called personal influence. It is argued that personal influence in the form of face‐to‐face contact with primary and secondary influentials is at the heart of recruitment strategies targeted at adults, is often an important component of an adult's decision to participate in formally organized learning activities, and may play a critical role in retention and instruction of the adult learner. Secondary analysis of research on voluntary associations, social movement organizations, and adult education programmes, together with data on two populations of adult learners from ar ongoing large scale study of Adult Basic Education participants, underscores the importance of personal influence for explaining the entire range of participatory action and interaction. 相似文献
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