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1.
A seminar, Publishing in the Academy, offered to all full-time faculty of the City University of New York (CUNY), through a program jointly sponsored by the Professional Staff Congress and CUNY, is described by two participants of the course. The authors share their experience, describe the process involved in publishing an article in a scholarly journal, and provide recommendations for setting up a writing group.Judith Entes received her Ph.D. in 1989 from Fordham University, specialization in Reading. She is an Assistant Professor in the Department of Academic Skills at Baruch College, CUNY. Her present research is examining co-authored published research. Rafat Ispahany received her M.A. in 1987 from City College, CUNY. She is an Associate Professor and Head of the Cataloging Division at the Borough of Manhattan Community College, CUNY. She is interested in book conservation for community college libraries. 相似文献
2.
Gerard Giordano 《Early Childhood Education Journal》1979,7(2):16-19
Most practical in a situation where one-to-one relationships thrive, this constructive method of preparing children for reading will be of special interest to family day care providers, caregivers in infant and other centers with low caregiver/child ratios, and parents.Gerard Giordano is Associate Professor of Reading Education and Coordinator of Reading Programs at New Mexico State University's College of Education. He can be reached at the College, Box 3AC, Las Cruces, New Mexico 88003. 相似文献
3.
Kathleen Vinson Ed.D. 《Innovative Higher Education》1982,7(1):52-56
A research study of Sinclair's College Without Walls program for adult students was recently conducted through the University of Cincinnati using the Educational Testing Service's Community College Goals Inventory. A control group of approximately 100 students enrolled in a traditional program (randomly selected) was compared with an experimental group of approximately 100 College Without Walls students. Statistically, College Without Walls students expressed significantly greater satisfaction with the accomplishment of numerous institutional goals than did their traditional student counterparts. There were no other statistically significant differences in this comparison of two groups on a myriad of other factors from career preparation to institutional environment. 相似文献
4.
D. J. Magin 《Higher Education》1984,13(3):275-288
Major surveys of the objectives of laboratory courses which aim to develop experimental skills have identified the objectives of critical awareness and developing confidence as central concerns in course design. This study reports the outcomes of a course in experimental engineering at the University of New South Wales with respect to the achievement of these two objectives. Findings indicate that for a significant number of students the objective of developing confidence was not achieved. Further, the approaches employed to develop critical awareness often came into conflict with the objective of developing confidence.A review of these results, together with other studies, indicated that insufficient attention has been given to the successful articulation of these two objectives within course design. The article concludes with a set of recommendations for meeting the objective of developing confidence in conducting experimentation whilst maintaining requirements which necessitate the exercise of students' critical faculties in resolving methodological problems in experimentation. 相似文献
5.
Joan T. Feeley 《Early Childhood Education Journal》1984,11(3):26-28
John Downing, an eminent reading researcher at Canada's University of Victoria, says that many children come to school in a state of cognitive confusion about the functions of reading and the terms we use when we start to teach them to read formally. Adults take for granted that young children know what they mean when they talk about a word, a letter, a sound, and other print-related terms. In his studies done in England and in Canada, Downing (1970; 1973–74) has found that many children, especially those who have not been read to regularly, simply don't understand the conventions of print and really don't understand what reading is all about.Joan T. Feeley is Professor of Reading and Language Arts at William Paterson College in Wayne, New Jersey. 相似文献
6.
Through this study we explored a community of practice framework applied to faculty professional development at a mid-size
state university in order to examine the issues unique to discipline-specific professional development in higher education.
Through content-focused professional development activities conducted by the authors, several key areas were identified that
point to challenges in building a faculty community of teaching practice: (a) the need for a culture of professional development,
(b) developing old-timers and recruiting newcomers, (c) the need for teaching scholars to coordinate professional development,
(d) challenging the “culture of service”, and (e) the need for a language to mediate thinking about practice.
Maria Blanton received a Ph.D. in Mathematics Education from North Carolina State University. She is currently a Senior Executive Research
Associate in the Kaput Center and an Associate Professor in the Science, Technology, Engineering and Mathematics Dept at the
University of Massachusetts Dartmouth. Her research interests focus on applications of sociocultural theory in understanding
teaching and learning mathematics in both elementary grades and higher education.
Despina Stylianou received an Ed.D. in mathematics education from the University of Pittsburgh. She is Associate Professor in the Department
of Secondary Education at the City College of New York. Her research interests are in the area of mathematical cognition;
her work explores the mathematical skills, sensibilities, and habits of mind and action that are critical to doing, learning,
and using mathematics proficiently. 相似文献
7.
Lillian Phenice 《Early Childhood Education Journal》1982,9(4):12-13
Grandma, I Love You, said a bright-eyed three-year-old to her foster grandparent at the day care center. This happened one winter morning as I was observing a group of day care children for a research project on children's perceptions about elderly persons. Seeing the little girl run up to her foster grandparent and hug her around the knees confirmed for me the importance of intergenerational reciprocity in sharing feelings.Lillian Phenice is Assistant Professor in Family & Child Ecology at Michigan State University, East Lansing, Michigan. 相似文献
8.
While there has been emphasis on the institution and individual classroom as loci of learning and reform, less attention has
been paid to the academic department. However, precisely because its structure is so endemic to institutions of higher education,
the academic department may be the most logical and potent site for change. Using a case study approach, this paper examines
the conditions under which change in undergraduate education takes hold and flourishes in the academic department, advances
the concept of readiness, and explores its implications for those who wish to promote change in the department.
Virginia S. Lee is managing member and consultant, Virginia S. Lee & Associates, LLC, a consulting firm specializing in teaching, learning,
and assessment in higher education. She received her B.A. from Smith College, her M.B.A. from New York University, and her
Ph.D. from University of North Carolina at Chapel Hill. Special interests include the design and implementation of institution-wide
curriculum reform efforts, course and curriculum design, inquiry-guided learning, intensive learning, outcomes-based assessment,
and the scholarship of teaching and learning.
Michael R. Hyman is Director of Graduate Programs and Associate Professor in the Department of Microbiology at North Carolina State University.
He received his B.S. from University College, London, his M.B.A. from Oregon State University, and his Ph.D. from Bristol
University. His major research interest is the biodegradation of environmental pollutants.
Geraldine Luginbuhl is Interim Department Head and Professor in the Department of Microbiology at North Carolina State University. She received
her B.S. from Stanford University and her Ph.D. from University of North Carolina at Chapel Hill. She has a longstanding interest
in undergraduate education and, recently, inquiry-guided learning. 相似文献
9.
Carl Gabbard 《Early Childhood Education Journal》1993,20(4):18-19
Young children can be critical thinkers because they are natural inquirers! They use higher order thinking to explore and interpret their environment. The topic of critical thinking is one of the most dynamic issues in education today. Educators are presenting a rather convincing case that teaching children to think (regardless of subject matter) and solve problems should be an integral part of the curriculum. The apparent traditional emphasis on rote memory has resulted in learners who have become passive, waiting to be told what to learn and how to learn it.Carl Gabbard is Director, Child Movement Laboratory, Department of Health and Kinesiology, Texas A&M University, College Station, TX. 相似文献
10.
Dwight L. Rogers Ralph E. Martin Jr. Sharon Kousaleos 《Early Childhood Education Journal》1988,16(1):20-23
Children are natural investigators. Their innate curiosity and interest in objects, coupled with adult encouragement for them to mess about with these materials, helps, ...children make discoveries that provide a base for scientific conceptual development on which they build for the rest of their lives (McIntyre, 1984, p. 25).Dwight L. Rogers is an assistant professor of Early Childhood Education at the University of North Carolina at Chapel Hill. Ralph E. Martin is an associate professor in the College of Education at Ohio University in Athens. Sharon Kousaleos is a kindergarten teacher at River Valley Community School in Athens, Ohio. 相似文献
11.
This article excavates the voices of urban black males as they speak their name (Belton, 1996) in a society that denies them this right. Based on data gathered in a large-scale ethnographic interview study of urban America, the authors traverse the spoken lives of these men, as they weave stories about neighborhood and state violence, opportunities denied and missed, and the current power of black men's groups in the church. Through their day-to-day lives urban black men challenge social representations about them in racist America, constructing an alternative hegemonic masculinity revolving around relationships, fatherhood, and dignity.Professor of Sociology of Education at the State University of New York at BuffaloCompleted her Ph.D. at the State University of New York at Buffalo and is now a practicing psychologist at Claremont CollegesCurrent graduate student at CUNY 相似文献
12.
There are preservice and in-service workshops from which participants leave saying, Thank goodness that ordeal is over, and others from which participants leave invigorated and anxious to try new ideas and activities in their classrooms. The key to the successful preservice and in-service is staff input in the planning process.Sharon Wooden is Professor and Nancy Baptiste is CDA Program Coordinator and Instructor, Department of Curriculum and Instruction, New Mexico State University, Las Cruces. 相似文献
13.
At a highly technical institution, this interdisciplinary problem-solving course was designed for students who had been placed on probation or suspended. Two professors, with divergent backgrounds in mathematics and literature, collaborated in the research, planning and teaching. The course stresses the cross-disciplinary applications of tools such as analogy, using a variety of assignments in mathematics, logic and literature. The importance of both ill-structured and well-structured problems is discussed, as is the rationale for including oral presentations, group problems, and a formal debate in the curriculum. The article emphasizes the value of cross-disciplinary collaboration for studentsand faculty, as it presents an approach to teaching reasoning skills that could be applied to a variety of academic settings.She is currently Chairman of the Reading and Writing Department of the Learning Development Center at Rochester Institute of Technology where she also teaches courses in the College of Liberal Arts. She has given professional presentations on teaching interdisciplinary problem solving, using student research to examine ethical issues, and implementing writing across the curriculum. She has also reviewed several contemporary novels and written on the fiction of Henry James.She is currently an assistant professor in the Mathematics Department of the College of Science at Rochester Institute of Technology. She has given numerous presentations at regional and national conferences on interdisciplinary problem solving, mathematical problem solving, using writing to teach mathematics, art and mathematics, and math anxiety. She is Past-President of the New York College Learning Skills Association and a 1983 recipient of the Eisenhart Award for Outstanding Teaching at Rochester Institute of Technology. 相似文献
14.
In the spring 1979, Indiana University-Purdue University at Indianapolis launched the nation's first Learn & Shop College Credit Program in which college-credit courses are offered in training rooms of major department stores in Indianapolis suburban shopping centers. In the fall, 1980, 2, 040 students are enrolled in 86 courses.Convenience is perhaps the organizing principle for Learn & Shop. Beyond the unique opportunities of having regular university credit courses offered in neighborhoods is the extra convenience of being able to admitted, receive counseling, register for classes, pay fees, and buy required textbooks without having to go on campus. As stated in the program's motto, The University Goes to the People so the People Can Go to the University. 相似文献
15.
This study sought to determine whether students were able to identify significant turning point events contributing to relational changes with university instructors. Fifty-two senior university students were interviewed using the Retrospective Interview Technique. A total of 117 turning points were identified. Content analysis of the data revealed two mutually exclusive and exhaustive categories: Perception of Instructional Communication Competence and Character and Perception of Instructor's Management Style. These major categories were further divided into six subcategories. The paper concludes with discussion of the implications of these findings and recommendations for future research.Karen Lynn O'Neill is an M.A. graduate of the College of Communication, California State University at Chico (CSUC). Her thesis, upon which this article is based, was singled out for special distinction by the CSUC Communication Graduate Faculty. She currently teaches in the CSUC Department of Management. William R. Todd-Mancillas obtained his Ph.D. from the College of Communication, Florida State University. His present research interests concern factors affecting student evaluation of faculty and instruction. 相似文献
16.
Jennifer D. Adams Lynn U. Tran Preeti Gupta Helen Creedon-O’Hurley 《Cultural Studies of Science Education》2008,3(2):435-449
This article presents a metalogue discussion about the two focus articles and the six associated review essays on the topic
of conceptual change as it applies to research, and science teaching and learning in museum settings. Through the lenses of
a sociocultural perspectives of learning we examine the applicability of the ideas presented in the forum for museums and
museum educators. First we reflect on the role that emotions can play in concept development; second, we reflect on the role
of language, talk, and gestures to concept development and conceptual change in the short-lived nature of experiences and
conversations in museums; and third, we consider the nature of objects as representations of science content in museum settings.
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
| Jennifer D. AdamsEmail: |
Jennifer D. Adams is an assistant professor of science education at Brooklyn College, CUNY. She did her doctoral dissertation at the Graduate Center, CUNY on museum-based teacher education at the American Museum of Natural History. Her research focuses on informal science teaching and learning, museum education, and culturally relevant science teaching and learning. Lynn U. Tran received her PhD in science education at North Carolina State University, and recently finished a post-doctoral fellowship with the Center for Informal Learning and Schools at King’s College London. She is currently a Research Specialist with the Center for Research, Evaluation, and Assessment at the Lawrence Hall of Science at the University of California, Berkeley. Her research focuses on the pedagogical practices and professional development of science educators who teach in museums. Preeti Gupta is the Senior Vice President of Education and Public Programs at the New York Hall of Science. She is responsible for all programs and projects in the following divisions: Science Career Ladder, the Explainers who serve as interpretation staff, Professional Development, K-12 Student Programs, Digital Learning Programs, Science Technology Library and Public Programs. Ms. Gupta is a graduate of the Science Career Ladder, starting her career in museum education as a high school student. She is currently pursuing a PhD in Urban Education at the CUNY Graduate Center. Helen Creedon-O’Hurley is a secondary science educator in New York City’s public schools. She is the president of the Science Council of New York City, a science educator organization, and is in the doctoral program in urban education at the Graduate Center, CUNY. 相似文献
17.
Robert S. Brumbaugh 《Interchange》1992,23(3):245-254
If Whitehead is right, science teachers who try to increase student interest by making the science they teach more pure and by covering more material are going about their work in just the wrong way. Science, for purposes of precision in measurement, translates the dynamic world of feeling and force, of causal efficacy (for example, the San Francisco earthquake), into a static representation spatialized and given presentational immediacy (for example, the Richter scale). But notice that the Richter scale isn't very interesting (even as abstract art) apart from its connection, via symbolic reference, to the earthquake. Such reference is essential to give both a sense of reality and a feeling of interes to the subject, but it makes the science less pure, and it takes more time to cover the material. An example of teaching pure and impure formal logic is given as a case study. 相似文献
18.
A favorite book of Julia, age three, wasThe Little Engine That Could. When her teacher asked her if she could eat nicely with the class next door, she replied, I think I can, I think I can. As Jenny tramped across a bridge on a bike, she called to her mom, Hey, mom, trip trap trip trap; I hope there's no ugly troll down there. One of her favorite bedtime stories at age four was The Three Billy Goats Gruff.Sharen Halsall is an Assistant Professor in Child Development at Santa Fe Community College, Gainesville, FL. Connie Green is an Associate Professor in Curriculum and Instruction at Appalachian State University, Boone, NC. 相似文献
19.
The purpose of this exploratory study was to use a teaching as problem solving perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning teachers of secondary school mathematics. A metacognitive framework was developed to examine the thoughts of teachers before, during and after lesson enactments. Data were obtained through observations, lesson plans, videotapes, and audiotapes of structured interviews during the course of one semester. Data analysis suggests that the metacognition of teachers plays a well-defined role in classroom practice. These findings provide useful insights for researchers and teacher educators in their preservice and inservice mathematics programs. 相似文献
20.
Liz Seelhoff Byrum 《Early Childhood Education Journal》1992,20(1):9-10
I am making it BIG (Evan). A secret slide with gold in there (Sydni). Look even a little car could fit in it (Joshua). This is a circle! Round, a tiger jumps through this hoop (Emily). Excitement runs high when children experiment with three-dimensional art projects using paper, boxes and styrofoam.Liz Seelhoff Byrum teaches four- and five-year-olds at a private school in New York City. 相似文献