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81.
Eileen M. Kolman Karen S. Gallagher Donald Hossler Francis Catania 《Research in higher education》1987,27(2):107-118
This study sought to establish baseline data on the outcomes of doctoral education at a private, urban university. Through the use of a survey instrument developed by the researchers, Ph.D. and Ed.D. recipients from 16 departments who had graduated between 1963 and 1984 were contacted. Three primary areas were examined: (1) the impact of doctoral education on career development, (2) the perceived influence of the institutional values on graduates, and (3) the frequency and type of research/scholarly activities engaged in during and after graduate school. Data provided by 707 respondents to the 168 item survey were analyzed by department, by degree, and by four general academic fields, and a number of indices were developed. The main thrust of this paper is the development of the instrument and indices, and the preliminary comparison of four fields with the indices. 相似文献
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Chubko Nadezhda Morris Julia E. McKinnon David H. Slater Eileen V. Lummis Geoffrey W. 《Educational technology research and development : ETR & D》2020,68(6):3587-3604
Educational technology research and development - This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to... 相似文献
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Barriers to teachers using digital texts in literacy classrooms 总被引:1,自引:0,他引:1
Eileen Honan 《Literacy》2008,42(1):36-43
In many accounts of school literacy teaching and learning, there are claims that young people's familiarity with digital texts (ICTs) could provide teachers with opportunities to plan exciting and innovative activities. It would seem, however, that despite intensive research and exemplary practices over the last 20 years, the infiltration of ICTs into literacy classrooms is not widespread. This paper reports on one study where teachers discussed, argued and thought about their uses of digital texts in their classrooms. It provides some insight into the reasons why literacy teachers do not engage with digital texts as part of their everyday literacy activities. It also shows teachers using institutional and societal discourses about the value of students' home experiences to their schooling, the production of digital texts for presentation of print‐based work and the importance of technical knowledge about computers and new technologies, to describe and in part to overcome the barriers to using new technologies in their literacy classrooms. 相似文献
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Unpacking the CRT in Negotiating White Science 总被引:1,自引:0,他引:1
Eileen R. Carlton Parsons Billye Rhodes Corliss Brown 《Cultural Studies of Science Education》2011,6(4):951-960
In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article
Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation
CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions. 相似文献
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Symptom differences in acute and chronic presentation of childhood post-traumatic stress disorder 总被引:1,自引:0,他引:1
The authors report on 24 children diagnosed with post-traumatic stress disorder (PTSD) according to DSM-III criteria. Each child was designated as presenting with acute or chronic PTSD depending upon the duration of symptoms. Children with the acute form of PTSD presented with a relative increase in spontaneously acting as though the trauma were recurring upon real or symbolic exposure, difficulty falling asleep, hypervigilance, nightmares, exaggerated startle response, and generalized anxiety/agitation. Those presenting with the chronic form had relative increases in symptoms of detachment, restricted range of affect, dissociative episodes, sadness, and a belief that life will be too hard. 相似文献