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361.
Dorothy V. Smith Pamela J. Mulhall Richard F. Gunstone Christina E. Hart 《International Journal of Science Education》2013,35(9):1504-1523
This article presents a case study of four academic scientists. These academics teach in the first year of a Bachelor of Science degree at a large research-focused Australian university that has demanded and supported a greater focus on undergraduate learning. Taken as a whole, the accounts of science that the first-year academics in this case study gave, and which they are presenting to their students, challenge the images of science and scientists typically presented in school science curricula. Using Roberts' heuristic of Vision 1 and Vision 2 for the broad purposes of learning science, we consider various accounts given of science by these academic scientists and consider how science might appear to a student who takes all four of their subjects. 相似文献
362.
Dorothy A. Faast 《Clearing house (Menasha, Wis.)》2013,86(3):128-130
In this article, two in-service English teachers and two preservice English teachers, who participated in a shared mentoring relationship during the studentteaching semester, share their experiences, conflicts, and how they were resolved. The authors provide first-person narratives of all four teachers and suggestions for improving mentoring experiences for both mentor teachers and student teachers. Important issues addressed include territoriality of classroom spaces, students, decision making, and time. The authors provide suggestions for improving communication, use of shared spaces, and planning. 相似文献
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Dorothy Walter Baruch 《Journal of Experimental Education》2013,81(2):187-204
The importance of replication is widely recognized in several research traditions. Empirical synthesis of seemingly diverse results may be particularly important when factor structure similarities are being evaluated because apparent differences in findings may be an artifact of different locations of factor axes, even though variable positions in factor space may be virtually identical. The present study empirically evaluated the comparability of seven sets of factor structures reported in previous research with the Bem Sex-Role Inventory. Results indicate that the inventory’s primary factors were reproduced in the studies, although the Masculine scale was somewhat less invariant than its Feminine counterpart. Thus, the results support the validity of this androgyny measure across several variations in sample types. The study represents a heuristic example of a methodology for the meta-analysis of factor structure studies. 相似文献
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