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51.
Mary Elizabeth McCormac 《Journal of Career Development》1988,14(3):196-204
Conclusion The ever increasing demands on guidance and counseling programs has added new responsibilities to the tasks of the counselor specifically in the area of career development. Along with this increase in responsibility, the issue of accountability has been added. Career information delivery systems assist the counselor in meeting the need for accurate, relevant occupational and educational information that can be disseminated in a timely efficient manner. Therefore, CIDS should be a vital part of all comprehensive career guidance and counseling programs.Mary Elizabeth McCormac is an Occupational Information System Specialist, National Occupational Information Coordinating Committee, Washington, D.C. 相似文献
52.
In order to determine the role of time limits on both test performance and test validity, we asked approximately 300 volunteers–prospective graduate students–to each write two essays–one in a 40-minute time period and the other in 60 minutes. Analyses revealed that, on average, test performance was significantly better when examinees were given 60 minutes instead of 40. However, there was no interaction between test-taking style (fast vs. slow) and time limits. 'That is', examinees who described themselves as slow writers/test takers did not benefit any more (or any less) from generous time limits than did their quicker counterparts. In addition, there was no detectable effect of different time limits on the meaning of essay scores, as suggested by their relationship to several nontest indicators of writing ability. 相似文献
53.
54.
Malloy ME 《The Journal of perinatal education》2011,20(1):8-13
A doula and expectant mother's view of birth is forever changed when she sees a midwife simply place a newly born child below her mother at the moment of birth. The pause that the mother experiences in this moment as she studies, touches, and claims her child prompts the author to reflect in this guest editorial on ways we might be disturbing the natural sequence of birth as we deliver babies directly to their mothers' chests. 相似文献
55.
David Devraj Kumar P. V. Thomas John D. Morris Karen M. Tobias Mary Baker Trudy Jermanovich 《Journal of Science Education and Technology》2011,20(2):116-115
This study examined the impact of computer simulation and supported science learning on a teacher’s understanding and conceptual
knowledge of current electricity. Pre/Post tests were used to measure the teachers’ concept attainment. Overall, there was
a significant and large knowledge difference effect from Pre to Post test. Two interesting interactions were observed during
the data analysis. The first was the difference between Elementary and Secondary teachers. Both groups had significant gains,
with large effect sizes, but the Elementary teachers (Pre-Mean = 3.70, Post-Mean = 7.51) started lower and ended higher exhibiting
a significantly larger gain than the Secondary teachers (Pre-Mean = 4.96, Post-Mean = 6.71). The second interaction was the
impact of gender. Both groups showed significant gains, with large effect sizes, but females (Pre-Mean = 3.90, Post-Mean = 7.21)
gained significantly more than males (Pre-Mean = 5.13, Post-Mean = 7.01). These results confirm that computer simulation supported
science learning can have a positive effect on concept attainment in teachers. 相似文献
56.
Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
57.
Yannis Hadzigeorgiou Barbara Prevezanou Mary Kabouropoulou Manos Konsolas 《Environmental Education Research》2011,17(4):519-536
This paper reports on a study undertaken with the primary aim of investigating the effect of the storytelling teaching approach on kindergarten children's retention of ideas about the importance of trees. The study also assessed the effect of storytelling on children's intention to participate in a tree planting activity that they had to select from a list of activities. The story that was created included such elements as binary opposites, mental images, mystery, and wonder, according to Kieran Egan's theory. The study utilized a two‐group design, was conducted in three phases (pre‐test, intervention, and post‐test), lasted 11 weeks, and its results provide evidence of the effectiveness of the storytelling approach when compared with the traditional method of expository teaching complemented with visual images (pictures) of trees and their importance to human beings. The pedagogical appropriateness of the story, which was based upon the binary pair of opposites ‘security–insecurity’, is also discussed in the paper. 相似文献
58.
For early childhood, the domain of geometry and spatial reasoning is an important area of mathematics learning. Unfortunately,
geometry and spatial thinking are often ignored or minimized in early education. We build a case for the importance of geometry
and spatial thinking, review research on professional development for these teachers, and describe a series of research and
development projects based on this body of knowledge. We conclude that research-based models hold the potential to make a
significant difference in the learning of young children by catalyzing substantive change in the knowledge and beliefs of
their teachers. 相似文献
59.
60.
Douglas P. Newton Lynn D. Newton 《International Journal of Science and Mathematics Education》2011,9(2):327-345
If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science
and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teachers
of younger children to know how to foster engagement in science. This study identified what a cohort of 79 pre-service teachers
in England considered to be engaging elementary science lessons and compared their notions with teacher behaviours known to
be conducive to engagement. First, all brought beliefs about how to engage children in science lessons to their training.
They tended to favour children’s hands-on activity as an effective means of fostering attentive participation in learning,
although many had additional ideas. Nevertheless, the means and ends of their ‘pedagogies of engagement’ tended to be simple
and narrow. Trainers need to ensure that notions of engagement are wide enough to cope with a variety of teaching situations,
as when hands-on experience is not feasible, effective or appropriate. At the same time, teachers will need to recognise that
one approach may not suit all learners. Without this, there is the risk that they will lack the skills to engage children
in science. Nevertheless, these beliefs could offer a useful starting point for trainers who wish to widen pre-service teachers’
conceptions of engagement and increase their repertoire of teaching behaviours. 相似文献