反光镜

“帕帕德罗斯博士,人生的意义是什么呢？”我问道。随着惯常的笑声．人们活动着准备离去。帕帕德罗斯博士挥手示意房间里安静下来,他注视了我很长时间,用目光询问我是不是认真的,从我的眼神里看出我很认真。“我要回答你的问题。”他说。     

Teaching structured troubleshooting: integrating a standard methodology into an information technology program

Troubleshooting skills are integral for the Information Technology professional. In order to address faculty concerns that students were not effectively learning required troubleshooting skills, a standardized troubleshooting methodology (the DECSAR Method) was created and integrated into the standard curriculum of a college information technology program. Components of troubleshooting were measured using a pre-/post-testing approach with the Social Problem Solving Inventory—Revised. Testing indicated improvement in several areas of troubleshooting reinforced by DECSAR. The context in which the troubleshooting methodology was applied was associated with post-test change.

Bottom line: There's no place like home

Robert Bonfiglio advises colleges and universities to consider whether their goals of promoting students' self-reliance are fully in sync with the reality of twenty-first-century life.     

Assessment Focus in Studio: What is Most Prominent in Architecture,Art and Design?

What can be learned about assessment from what educators in the creative practices focus their studio publications on? What should form the focus of assessment in architecture, art and design studios? In this article we draw on 118 journal articles on studio published over the last decade in three disciplines; architecture, art and design to inform the focus of studio assessment. We believe that what is published by educators themselves in these disciplines reveals what matters most to them. In addition, we argue that regardless of the primary emphasis placed in each discipline, assessment in studio should encompass a broad set of indicators. Within the wider literature including in architecture, art and design, a view of assessment is emerging that recognises the process and the person, beyond a view that positions the product or art/design arte‐fact above all else. Therefore, drawing on what educators in architecture, art and design mentioned most in the journal publications analysed, as well as the literature on good assessment, we offer a holistic model to guide and take studio assessment in the creative disciplines further.     

Variable Relationships among Different Science Learners in Elementary Science-Methods Courses

The purpose of this study was to examine the relationships among science content knowledge, understanding the Learning Cycle, and self-efficacy among preservice teachers. Preservice teachers enrolled in an elementary science-methods course were categorized as Fearful, Disinterested, Successful, or Enthusiastic science learners based on differing background characteristics in the variables of science interest, performance in science courses methods courses. Analysis revealed that the four categories increased differentially in their science content knowledge, understanding of the Learning Cycle, science teaching self-efficacy, and confidence to learn science. Fearful science learners demonstrated less increases in science content knowledge and understanding of the Learning Cycle than the other three categories. Disinterested science learners demonstrated fewer gains in science content knowledge than Enthusiastic science learners. Fearful science learners were less confident to learn science than other categories. Electronic supplementary material  The online version of this article (doi:) contains supplementary material that is available to authorized users. An erratum to this article can be found at