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排序方式: 共有815条查询结果,搜索用时 15 毫秒
1.
Educational Assessment, Evaluation and Accountability - Promoting success for all students is the driving force to develop and implement sound teacher evaluation systems. As Stronge suggests,... 相似文献
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Sarah Anne Murphy Martha A Bedard Jill Crawley-Low Diane Fagen Jean-Paul Jette 《Journal of the Medical Library Association》2005,93(1):130-132
The Standards Committee of the Veterinary Medical Libraries Section was appointed in May 2000 and charged to create standards for the ideal academic veterinary medical library, written from the perspective of veterinary medical librarians. The resulting Standards for the Academic Veterinary Medical Library were approved by members of the Veterinary Medical Libraries Section during MLA '03 in San Diego, California. The standards were approved by Section Council in April 2005 and received final approval from the Board of Directors of the Medical Library Association during MLA '04 in Washington, DC. 相似文献
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Barry Biddlecomb Martha Carr 《International Journal of Science and Mathematics Education》2011,9(1):1-24
The purpose of this study was to determine whether patterns of strategy use in second, third and fourth grade children’s arithmetic
supported Steffe’s model of numerical development. In addition to student-generated strategies, we looked at commonly taught
algorithms not considered in Steffe’s model to determine whether these algorithms reflected underlying schemes. 206 children
were assessed on their strategy use while solving arithmetic problems in the second grade, the third grade and again in the
fourth grade. Factor analyses indicated some support for Steffe’s model, but there were exceptions. Not all children progressed
in their number knowledge and strategies as a function of schooling and schooling appeared to affect the types of strategies
children use independent of underlying schemes. 相似文献
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Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
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P. J. Rogers 《Educational studies》1989,15(1):37-51
The use of ‘play’ as a means of teaching elementary mathematics is discussed. The games used are described and the underlying theory explained. Results obtained from work with over 150 children are presented and the case for ‘Playway’ argued in the light of these. 相似文献
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