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141.
Tertiary Education and Management - Community engagement as a public mission of higher education is widely accepted in South Africa. This is articulated in White Paper 3 on the transformation of... 相似文献
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Brian Hansford 《Asia-Pacific Journal of Teacher Education》1992,20(2):113-120
The quality of teacher education programs and teacher educators has frequently been questioned in the research literature, government reports and general media releases. As a consequence, the image of teacher education is not as positive as it should be in both tertiary institutions and the wider community. The current paper focuses on the perceptions held by a sample of 47 teachers. Some of the reported perceptions are quite negative and it is important that teacher educators and teacher education associations endeavour to address the problem as to how a more positive image of teacher education can be projected. 相似文献
144.
Jose M. Castillo Clark Dorman Brian Gaunt Beth Hardcastle Kelly Justice Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48
Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored. 相似文献
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Brian A. Davies 《Instructional Science》2002,30(1):71-78
Instructions for Authors
Instructions for Authors 相似文献146.
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Brian Hand Lori A. Norton-Meier Murat Gunel Recai Akkus 《International Journal of Science and Mathematics Education》2016,14(5):847-863
How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level). 相似文献
148.
Brian Ferry 《Research in Science Education》1996,26(2):233-245
This paper reports on the use of a HyperCardTM-based tool to create and modify concept maps about science related subject matter. The tool was trialed with seventy-one
preservice teachers who were planning to teach a science topic to a primary school class. Data gathered from interviews, journals
and analysis of concept maps indicated that the concept mapping tool was easy to use because it generated little cognitive
load and quickly became transparent to the users. This allowed preservice teachers to focus their attention upon the construction
of their maps and to organise their cognitive frameworks into more powerful integrated patterns. It was also found that the
process of concept map construction may enhance preservice teacher thinking about effective teaching. 相似文献
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