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This paper reports on the initial outcomes from the end of the fourth year of a 5 year research and professional development
project to improve chemistry teaching among three cohorts of chemistry teachers in Manitoba, Canada. The project responds
to a new curriculum introduction advocating a tetrahedral orientation (Mahaffy, Journal of Chemical Education 83(1), 49–55,
2006) to the teaching of chemistry. The project in its entirety is based upon several theoretical models in fostering chemistry
teacher development (in particular Bronfenbrenner’s bio-ecological model). These models are described, as is the progress
made by teachers based upon the use of a Chemistry Teacher Inventory and associated teacher responses. Overall, statistical
analysis of perceptions of their own teaching and comments made by teachers suggests they are showing limited development
towards a tetrahedral orientation, albeit in a manner consistent with the curriculum. Ongoing research-based activities in
this project are also described. 相似文献
114.
The tension between exploitation of the best options and exploration of alternatives is a ubiquitous problem that all organisms
face. To examine this trade-off across species, pigeons and people were trained on an eight-armed bandit task in which the
options were rewarded on a variable interval (VI) schedule. At regular intervals, each option’s VI changed, thus encouraging
dynamic increases in exploration in response to these anticipated changes. Both species showed sensitivity to the payoffs
that was often well modeled by Luce’s (1963) decision rule. For pigeons, exploration of alternative options was driven by experienced changes in the payoff schedules,
not the beginning of a new session, even though each session signaled a new schedule. In contrast, people quickly learned
to explore in response to signaled changes in the payoffs. 相似文献
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Mantz Yorke Harvey Woolf Marie Stowell Rick Allen Chris Haines Marian Redding Dave Scurry Graham Taylor‐Russell Wayne Turnbull Lawrie Walker 《Higher Education Quarterly》2008,62(3):157-180
The debate in the UK about the continued existence of the honours degree classification led to a survey of the assessment regulations in 35 varied higher education institutions. This revealed considerable variation in the way in which honours degree classifications are determined, and also in the handling of weak performances by students. Such variability, deriving from a system in which institutional autonomy is to the fore, raises a question about equitability in the treatment of students. A brief allusion is made to the variability in assessment regulations in the US and Australia. 相似文献
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Leland L. Glenna Rick Welsh David ErvinWilliam B. Lacy Dina Biscotti 《Research Policy》2011,40(7):957-968
Policies designed to promote the commercialization of university science have provoked concern that basic and publicly accessible research may be neglected. Commercialization policies have altered traditional institutional incentives and constraints, which raises new questions regarding the influence of scientists’ values on university research agendas. Our research builds on previous quantitative studies measuring changes in research outcomes and qualitative studies probing differentiation among scientists’ value orientations. We developed a nation-wide survey of 912 plant and animal biotechnology scientists at 60 research universities. Our analysis reveals that scientists’ value orientations on what we classify as “market” and “expert” science affect the amount of industry funding they receive, the proprietary nature of their discoveries, and the percentage of basic science research conducted in their laboratories. We also find that the percentage of industry funding is significantly associated with more applied research. Our findings provide insights for science and society theory and suggest that strong incentives for public-science research along with adequate public-research funds to preserve the university's vital role in conducting basic and non-proprietary research are needed to complement private-sector research investments at universities. 相似文献