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91.
Victoria Genberg 《Teaching and Teacher Education》1992,8(5-6)
This paper presents two theoretical conceptualizations of mastery. The first, based on an information-processing approach, emphasizes hierarchically structured knowledge and its linear application to solve problems. The second, an intuitive approach, considers mastery as the elaboration of knowledge of situations. This knowledge is defined in terms of understanding the patterns of critical relationships present in situations, and in which appropriate behavior is an integral part of the pattern. Empirical findings comparing novices and experts in various domains, including teaching, are briefly reviewed. A summary follows of two conceptual models of the progression from novice to expert, those of Anderson, and Dreyfus and Dreyfus. The author proposes a scale of mastery of teaching based on a synthesis of the above models. 相似文献
92.
This article explores the way librarians define, leverage, and amplify expertise in a twenty-first century academic library. An expert team comprised of a nursing librarian, online learning librarian, information-literacy librarian, and assessment librarian sorted the learning outcomes from the Information-Literacy Competency Standards for Nursing created by the Health Sciences Interest Group taskforce of the Association of College and Research Libraries (ACRL) by grade-levels. Results found distinguishing experts within a library supports the customization of scaffolded instruction. Additionally, using expert teams in academic libraries supports the larger mission of universities to integrate libraries into teaching and research. 相似文献
93.
维多利亚·切维塔克 《自然科学博物馆研究》2018,(1):77-79
乌克兰拥有约5000家博物馆。作为现代社会发展背景下的一种需求,博物馆能否对大众产生真正的吸引力?科罗廖夫太空博物馆作为乌克兰国内处于领先地位的太空博物馆,其作为教育和文化中心的发展战略恰能满足这一需求。科学教育能使博物馆,特别是科技博物馆与普通公众的联系更密切,并可以带给公众积极的影响。开展国际合作将有助于借鉴世界各地的经验,并能促进博物馆发展成为普及科学的中心。 相似文献
94.
James Michael Nolan Stephanie J. W. Ford Victoria E. Kress Renee I. Anderson Theresa C. Novak 《Journal of College Counseling》2005,8(2):172-179
In response to the increase in severity and prevalence of student‐presented mental disorders on college campuses, a comprehensive campuswide identification and intervention program titled “The New Diversity Initiative” was developed to help college counselors and student personnel staff address students with severe mental disorders. Details of the program and recommendations for college counselors interested in implementing such a program are provided. 相似文献
95.
Dynamic behaviour of soils used for natural turf sports surfaces 总被引:1,自引:0,他引:1
The modulus and damping properties of soils in compression are a function of soil type, water content, stress history and
loading rate. To model human–surface interaction with natural turf sports surfaces, stiffness and damping properties must
be determined at dynamic loading rates. Two contrasting soil types, a Sand and a Clay Loam, commonly used in sports surfaces
were loaded uniaxially to 2 kN at loading rates between 0.6 and 6 kN s−1 in modified dynamic soil testing apparatus. Soils were compacted prior to loading but initial cycles resulted in viscoplastic
deformation, with strain accumulation with repeated cycles of loading. Ultimately a resilient, viscoelastic steady-state equilibrium
with loading was established. Resilient modulus and damping ratio varied with soil type, water content, stress history and
increased significantly with loading rate. The resilient modulus of the Sand soil, typical of modern free-draining sand construction
natural turf sports surfaces, was significantly greater than that of a Clay Loam soil more characteristic of traditional natural
turf surfaces; reducing water content caused an increase in modulus and a decrease in damping ratio in the Clay Loam soil.
Determination of these properties provides initial data for the modelling natural turf surface behaviour in terms of both
ball and human interactions, with further research required to determine the effect of both grass roots and leaves on mechanical
behaviour. 相似文献
96.
97.
98.
Victoria Pavlou 《The International Journal of Art & Design Education》2015,34(2):192-205
This article focuses on ways of building preservice primary teachers' confidence in teaching art with artworks and, in particular, on how to develop their pedagogical content knowing. It is suggested that through opportunities offered for engaging in observational and reflective practices with artworks an initial groundwork is set that can challenge pre‐service teachers' preconceptions about art and promote an aesthetic form of inquiry. A qualitative approach was followed which included in‐depth interviews with twenty pre‐service teachers regarding their attitudes and knowledge towards artworks. The findings indicate that enhancing teachers' abilities to practice factual inquiries and then move on to interpretive inquiries of artworks can help them learn how to learn about artworks and how to organise meaningful art viewing activities with children. Issues relating to the participants' level of aesthetic understanding are also discussed as participants were asked to engage with artworks and their aesthetic encounters were documented. 相似文献
99.
Victoria J. Molfese Jennifer L. Beswick Jill L. Jacobi-Vessels Natalie E. Armstrong Brittany L. Culver Jamie M. White Melissa C. Ferguson Kathleen Moritz Rudasill Dennis L. Molfese 《Reading and writing》2011,24(2):133-150
The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores
from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing
were compared to determine if scores based on multiple components (i.e., letter formation, orientation on the vertical axis,
left–right orientation, and correct letter sequencing) would better reflect differences in children’s writing knowledge in
preschool and kindergarten than rubrics composed of one component (i.e., letter formation only). While developmental changes
in writing scores were found, little additional information was provided by multiple component scoring rubrics compared to
the single component rubric. Letter writing scores were more strongly related to letter and word reading scores than name
writing scores but neither writing score was predictive of growth. Implications of the findings for intentional/systematic
writing instruction in preschool curricula are discussed. 相似文献
100.