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1.
Dorene D. Ross Elizabeth Bondy Lynn Hartle Linda L. Lamme Rodman B. Webb 《Innovative Higher Education》1995,20(1):45-62
An analysis of 73 portfolios, prepared by University of Florida faculty as part of the Teaching Improvement Program competition, revealed tremendous variability in the quantity, quality, and coherence of the evidence presented to support claims of excellence in teaching. By analyzing portfolios prepared by faculty members representing different colleges and different types of teaching assignments, the researchers developed seven common guidelines for portfolio construction.Dorene Doerre Ross is Professor of Education and Coordinator of Elementary Teacher Education Programs at the University of Florida. She earned her doctorate from the University of Virginia. Dr. Ross conducts research in the areas of diversity and elementary teacher education. Elizabeth Bondy is Associate Professor of Education at the University of Florida. She earned her Ph.D. in Curriculum and Instruction at the University of Florida. Dr. Bondy teaches and conducts research in the area of elementary teacher education. Lynn Hartle is Assistant Professor of Education at the University of Florida. She earned her doctorate from Pennsylvania State University. Dr. Hartle conducts research in early childhood education with a particular interest in playgrounds. Linda Leonard Lamme is Professor of Education at the University of Florida. Her Ph.D. is from Syracuse University. Her areas of interest include children's literature and language arts, as well as teacher education in those fields. Rodman Webb is Professor of Education and teaches courses in educational foundations and qualitative research methods at the University of Florida. He earned a doctorate in the Sociology of Education from Rutgers University. His research interests include democratic management, institutional change, and the micro-politics of schools. 相似文献
2.
《欧洲教育》2013,45(1):20-29
Professor Robinsohn is a Director at the Max Planck Institute for Educational Research in West Berlin. He is also Professor of Comparative Education at the Free University of Berlin. In the past, Dr. Robinsohn had a distinguished career as an educator in Palestine-Israel, and as former Director of the UNESCO Institute for Education in Hamburg. 相似文献
3.
Over the past two years the authors have provided experiential learning in the form of a simulation exercise to help 240 college students relate personally to the foundations of education. Introductory courses, with a preponderance of facts and breadth of content, can easily overwhelm students. The simulation not only energized the students but also personalized an in-depth understanding of educational issues. This theoretical knowledge was applied practically, a link which may often be missing in many introductory courses.Kathleen K. Montgomery holds a D. Ed. from The Pennsylvania State University. She is Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Curriculum and Instruction for Elementary Education. Professor Montgomery's research interests include the design of experiential learning and assessment methods used to evaluate such learning. She is currently working on a book about authentic assessment methods useful for elementary teachers. Susan C. Brown holds an Ed.D. from the University of Central Florida. She is the Assistant Director/Assistant Professor of Education at Elmira College, where she teaches Introduction to Education, Instructional Strategies, and Multicultural Education. Professor Brown has recently published articles on multicultural education for perservice teachers in theJournal of Curriculum and Supervision andCurriculum, a British Journal of educators. She is on the Editorial Board of the Educational Forum. Cathleen M. Deery holds the M.S. degree for Syracuse University. She is lecturer at Elmira College, where she teaches Introduction to Education, Educational Psychology, and Inclusionary Education. Professor Deery has designed numerous experiential learning components for her classes, and she is currently working on a book with Kathleen Montgomery about authentic assessment methods. 相似文献
4.
William Taylor 《History of education》2013,42(5):401-411
This paper is an edited version of a keynote lecture given by Professor Sir William Taylor at the Annual Conference of the History of Education of Education Society held at the University of London Institute of Education on 24 November 2001. 相似文献
5.
Life today demands coping with the rapid change occurring all around us. Young children encounter rapid change and must learn to adapt to it. In order to adapt to it they need to develop an understanding of change. Children's books can be used to explain and explore the possibilities of change.Cynthia Szymanski Sunal is Professor of Early-Middle Childhood Education at West Virginia University in Morgantown. Barbara Hatcher is Professor in the Department of Education at Southwest Texas State University in San Marcos. 相似文献
6.
Brahm Norwich 《British Journal of Special Education》1999,26(4):179-183
Brahm Norwich, Professor of Educational Psychology and Special Educational Needs at Exeter University (formerly Professor of Special Education, at the Institute of Education, University of London) discusses ways in which labelling can affect attitudes to, and provision for, pupils with special educational needs. He gives details of an in-depth study on the attitudes of experienced teachers, trainee teachers and trainee educational psychologists. 相似文献
7.
Special needs education or education for all: connective specialisation and ideological impurity 总被引：1，自引：0，他引：1
《British Journal of Special Education》1996,23(3):100-104
Brahm Norwich, Professor of Special Needs Education at the Institute of Education, University of London, is the first of the new professors to articulate his views on the future of Special Education as we approach the Millenium. He considers innovative approaches to the concept of human differences. 相似文献
8.
Conclusion Beginning in 1989, the Ministry of Education and the National Science Council of Taiwan have sponsored an international biennial conference organized by different local universities. The purpose of this conference, the International Conference on Computers in Education (ICCE), is to report educational technology research. After the 1993 conference, it became a regional biennial conference held by different countries in the Asia-Pacific region. ICCE 95 was held in Singapore and ICCE 97 will be in Malaysia. After 1997, ICCE will again become an annual conference to reflect the growing research impetus in the region.In Taiwan, after exporting ICCE to the region, the funding agents continue to support an annual conference with a different name, International Conference on Computer Assisted Instruction (ICCAI). This locally organized conference has been held annually since 1994. As a natural result of these activities and consistent support by funding agents, a growing number of international publications are reporting on the more mature results of educational technology research at international conferences and in journals.Contributors included Jon-Chao Hong, Professor of Industrial Education, National Taiwan Normal University, Taiwan; Jihn-Chang Jehng, Associate Professor, Human Resources Management, National Central University, Taiwan; Yu-Fen Shih, Associate Professor, Media and Library Science, Tamkang University, Taiwan; and Gary Chon-Wen Shyi, Associate Professor, Psychology, National Chung- Cheng University, Taiwan.Tak-Wai Chan is an Associate Professor of Computer Science and Information Engineering at National Central University. He is also the President of the Asia-Pacific Chapter of the Association for the Advancement of Computers in Education and is an Associate Editor of theInternational Journal of Educational Telecommunications. 相似文献
9.
This article examines the process a diverse group of eighth grade students go through when charged with writing about the
ways in which race might matter at their desegregated school. Students' articulations are bounded by a school culture of silence
around race. The regulatory aspect of this school culture was enacted when students first make racism visible through exaggerated
writing in a fictional play about school life, only to later censor themselves in an effort to more accurately portray the
implicit nature of racialized relations at the school. As the students talked and wrote about their understandings of race
and racism at their school, we listened carefully to what they said and also to their silences, paying attention to the erasures.
The article concludes that such findings invite us to think about the value of alternative spaces for students to talk and
write as well as a consideration of how the school sphere itself might be made more accepting of diverse perspectives on race
outside of the dominant colorblind discourse. In addition, we suggest the power of fiction for eliciting conversation among
youth.
Katherine Schultz is an Associate Professor of Education, Foundations and Practices of Education Division, Graduate School
of Education, University of Pennsylvania. Patricia Buck is an Assistant Professor of Education, Department of Education, Bates
College and Tricia Niesz is an Assistant Professor of Qualitative Research in Education, Department of Educational Foundations
and Special Services, Kent State University. All these authors have received their Ph.D from University of Pennsylvannia. 相似文献
10.
11.
Reimut Jochimsen 《比较教育学》1978,14(3):199-209
This article is the unrevised text of a speech delivered by Professor Jochimsen at a conference on ‘Education and Working Life’ arranged by the Goethe Institute of London in cooperation with other educational and social research institutes, held at the Institute of Education, University of London, from 20 to 22 April, 1978. 相似文献
12.
When I was four my mother, father, sister, and I moved to California. My mother wrote my grandmother often, partly because she missed her terribly and partly because my mother relishes writing letters. Whenever she wrote, I sat beside her at the kitchen table and composed as many pages as she did, page after page of squiggly lines.Kathy Roskos is Assistant Professor, Department of Education, John Carroll University. Carol Vukelich is Associate Professor and Director of Inservice Education, College of Education, University of Delaware, Newark, DE. 相似文献
13.
Richard E. Snow 《教育心理学家》2013,48(1):91-92
The author, Leona E. Tyler, is a now retired Professor of Psychology at the University of Oregon. She is well known for her career‐long research and writing on individual differences. The reviewer, Richard E. Snow, is Professor of Education and Psychology, Stanford University. His research interests center on individual differences in aptitude and learning. 相似文献
14.
《British Journal of Special Education》1988,15(1):8-10
What are some of the likely effects of a national curriculum and national assessment procedures, particularly on primary schools? Norman Thomas, formerly Chief Inspector for Primary Education, Department of Education and Science, now Visiting Professor of Education, Warwick University, looks at the implications of some of the recent proposals. 相似文献
15.
Sally A. LaPoint Gloria S. Boutte Kevin J. Swick Mac H. Brown 《Early Childhood Education Journal》1993,20(4):11-14
The implementation of home visits as a technique for involving parents has recently resurfaced. This educational trend has received additional emphasis as the nation attempts to meet the national education goals — particularly the first goal, which states, By the year 2000, all children will enter school ready to learn.Sally A. LaPoint is an Assistant Professor of Early Childhood Education at the University of South Carolina at Beaufort. She also administers the At Risk Early Childhood Family Initiative, located at the historic Penn Center on St. Helena Island, South Carolina. Gloria S. Boutte is an Assistant Professor, Kevin J. Swick is a Professor, and Mac H. Brown is an Associate Professor, Early Childhood Education, at the University of South Carolina, Columbia, S.C. 相似文献
16.
《British Journal of Special Education》1987,14(2):50-53
This paper is an account of a research project on 'The 1981 Education Act: Policy and Provision for Special Educational Needs'. It was carried out at the Institute of Education, London University, and funded by the Department of Education and Science. The research was directed by Dr J. Welton and Professor K. Wedell. Brian Goacher was the senior research officer and Jennifer Evans, the research officer. 相似文献
17.
Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job? 总被引：1，自引：0，他引：1
Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher
education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate
student research experiences at different types of colleges and universities from the early 1990s through 2004. The results
indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students
at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were
consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates
in research with faculty members.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence,
college student experience, and higher education finance.
George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University
Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate
education.
Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree
from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University.
Her research focuses on college student learning and development. 相似文献
18.
Summary This study surveyed 226 private, four-year institutions in the Southeastern United States, and to the extent that these findings may be generalized, it appears that adults make up a significant and growing minority segment of the student population on a majority of campuses. Many institutional planners and policy makers have shown sensitivity to the unique needs of nontraditional students through the number and variety of support services available for these students. It appears that it will become increasingly necessary to continue to design new programs and servics and restructure existing policies for the recruitment and retention of nontraditional students.Ann Puryear is Assistant Professor of Counselor Education at Southeast Missouri State University, and Carl McDaniels is Professor and Program Leader of Counselor Education at Virginia Tech. 相似文献
19.
William Ayers 《Early Childhood Education Journal》1992,20(1):36-38
William Ayers is an Assistant Professor of Education at the University of Illinois at Chicago and co-editor (with William Schubert) ofTeacher Lore (Longman, 1991). 相似文献
20.
《British Journal of Special Education》1989,16(1):27-30
The scenes below are based on real events recorded during an investigation into the integration of children with moderate learning difficulties in secondary schools in four Welsh counties. The project was funded by the Welsh Office Education Department (WOED, 1988) and carried out from Cardiff by Professor Graham Upton and Frances Beasley from March 1985 to June 1986. Part of the study, on which the present article is based, focused on local authority policies and the practical implications of these policies for the provisions which they make. Professor Upton is head of the School of Education, Birmingham University, and Frances Beasley is a research fellow at Kent University. 相似文献