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131.
132.
Howard P. Parette Craig Blum Nichole M. Boeckmann 《Early Childhood Education Journal》2009,37(1):5-12
As assistive technology applications are increasingly implemented in early childhood settings for children who are at risk
or who have disabilities, it is critical that teachers utilize observational approaches to determine whether targeted assistive
technology-supported interventions make a difference in children’s learning. One structured strategy that employs observations
and which has powerful child progress monitoring implications is the concurrent time series probe approach. Requiring multiple
performance measures of a child engaged in a targeted task over time—both with and without a specific assistive technology
device—the concurrent time series probe approach can be used to evaluate the effectiveness of assistive technology tools in
supporting skill acquisition in the classroom. This approach is described in the context of a case study, with accompanying
explanations of how to interpret data and make decisions regarding the effectiveness of the technology. 相似文献
133.
As many primary pre-service teachers enter teacher education courses with little science background, it is essential in teacher education courses to provide opportunities for them to learn more science independently. The purpose of this study is to investigate an online pedagogical activity that fosters the social construction of science knowledge by primary pre-service teachers working in small virtual teams. The study investigated how the pre-service teachers collaborated online in virtual teams to complete set tasks, their attitudes toward and beliefs about the effectiveness of the online learning experience, and the types and quality of the resources developed. The findings indicated that the virtual team-produced science resource materials were generally of high quality, with nearly half the number of teams engaging with Web 2.0 technologies (e.g. wikis and blogs) to construct their product. The findings indicated positive attitudes toward the collaborative learning even though beliefs about online learning were mixed. 相似文献
134.
Don Howard 《Science & Education》2009,18(2):199-220
This paper asks what is necessary in a theory of science adequate to the task of empowering philosophers of science to participate
in public debate about science in a social context. It is argued that an adequate theory of science must be capable of theorizing
the role of values and motives in science and that it must take seriously the irreducibly social nature of scientific knowledge.
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
Don HowardEmail: |
Don Howard is a Professor in the Department of Philosophy and the Program in History and Philosophy of Science at the University of Notre Dame. He holds a B.Sc. in physical sciences from Michigan State University and both an M.A. and a Ph.D. in philosophy from Boston University. His special interests include the history and philosophical foundations of physics and the history of the philosophy of science. Recent publications include: The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, co-edited with Martin Carrier and Janet Kourany (University of Pittsburgh Press, forthcoming); “‘Let me briefly indicate why I do not find this standpoint natural.’ Einstein, General Relativity, and the Contingent A Priori,” in Synthesis and the Growth of Knowledge: Examining Michael Friedman’s Approach to the History of Philosophy and Science, Michael Dickson and Mary Domski, eds. (Open Court, forthcoming); “Einstein and the Philosophy of Science,” in the Cambridge Companion to Einstein, Michel Janssen and Christoph Lehner, eds. (Cambridge University Press, forthcoming); and “Albert Einstein as a Philosopher of Science,” Physics Today (2005). 相似文献
135.
Howard Youngs 《Journal of educational administration and history》2009,41(4):377-389
It is time to situate distributed leadership as a critical conceptualisation of school leadership; its popularisation has generally preceded conceptual and empirical development. Over the last 10 years distributed leadership has often been presented as a new construct of school leadership, though critique against education policy reforms and conceptual and historical links to the wider leadership field have generally been underemphasised. The theorisation and research of distributed leadership is currently situated at a critical point in its development; it is at the ‘crossroads’ of where it could dominantly be situated in the field of school leadership. A review of the literature and research suggests that distributed leadership is tending towards an uncritical position that is decoupled from critique of past and present education reforms and predominantly silent on how power relations at the local school level shape leadership activity. 相似文献
136.
Teachers play a central role in inquiry science classrooms. In this study, we investigate how seven teacher variables (i.e., gender, experience, perceived importance of inquiry and traditional teaching, workshop attendance, partner teacher, use of technology) affect student knowledge integration understanding of science topics drawing on previous research. Using a two‐level hierarchical linear model, we analyze year‐end knowledge integration performance of 4,513 students taught by 40 teachers across five states. Results indicate that students of teachers who value inquiry teaching strategies have significantly higher levels of knowledge integration understanding than those of teachers who believe in traditional teaching methods. In addition, workshop attendance and having a partner teacher teaching the same unit in the same school also have a positive impact on students' knowledge integration levels. The results underscore the importance of professional development and collegial support in enhancing student success in inquiry science. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:807–819, 2010 相似文献
137.
138.
Abstract The purpose of this study was to assess the agreement between two mobile cycle ergometer systems for recording high-intensity, intermittent power output. Twelve trained male cyclists (age 31.4 ± 9.8 years) performed a single 3 min intermittent cycle test consisting of 12 all-out efforts, separated by periods of passive recovery ranging from 5 to 15 s. Power output was recorded using a Polar S710 heart rate monitor and power sensor kit and an SRM Powercrank system for each test. The SRM used torque and angular velocity to calculate power, while the S710 used chain speed and vibration to calculate power. Significant differences (P < 0.05) in power were found at 8 of the 12 efforts. A significant difference (P = 0.001) was also found when power was averaged over all 12 intervals. Mean power was 556 ± 102 W and 446 ± 61 W for the SRM and S710 respectively. The S710 underestimated power by an average of 23% with random errors of ?/÷ 24% when compared with the SRM. Random errors ranged from 36% to 141% with a median of 51%. The results indicate there was little agreement between the two systems and that the Polar S710 did not provide a valid measure of power during intermittent cycling activity when compared with the SRM. Power recorded by the S710 system was influenced greatly by chain vibration and sampling rates. 相似文献
139.
Charles H. Shea John B. Krampitz Homer Tolson Alan A. Ashby Rose M. Howard William S. Husak 《Research quarterly for exercise and sport》2013,84(1):86-99
Abstract The present experiments examined the effects of stimulus velocity, stimulus duration, and stimulus uncertainty on the spatial-temporal structure and timing accuracy of coincident timing responses. The results of Experiment 1 indicated that the response structure for aimed movements differed from that of ballistic movements but response accuracy was comparable for both movement conditions. However, when information concerning the stimulus velocity was provided, the responses to the faster stimuli (i.e., stimuli of shorter duration) appeared to be “speeded up” copies of those to slower stimuli and response accuracy increased as the stimulus velocity increased (i.e., stimulus duration decreased). When the stimulus velocity was not known, subjects initiated a common response for approximately 260 msec and response accuracy appeared to decrease as the stimulus velocity increased (i.e., stimulus duration decreased). Experiment 2 indicated that the stimulus duration rather than the stimulus velocity was the major determiner of both the spatial-temporal structure and timing accuracy and that a very fast and a very slow stimulus will be responded to similarly when the stimulus duration remains constant. 相似文献
140.
Do special education teachers use IEPs to guide instruction? 总被引:1,自引:0,他引:1
Teachers in a large urban school system were surveyed with a self-administered questionnaire and a modified nominal group technique to assess their views about IEPs and identify impediments to implementing the IEPs of their students. Teachers indicated that they viewed the IEP more as a legal requirement than as an important guide for planning instruction. Frequently they were not involved in the development of their students' IEPs. The article specifies reasons given by teachers for not adhering to their students IEPs and provides recommendations for increasing teacher involvement in IEP preparation. It also presents recommendations for improving instructional conditions and practices which may facilitate IEP implementation. 相似文献