Sexuality, gender and schooling: shifting agendas in social learning: Mary Jane Kehily: Routledge/Falmer, London and New York, ISBN 0-415-28047-8. pp 214, Cost not given     

Barbara M. Walker 《International Journal of Educational Development》2003,23(6):679-680

  相似文献   

Educational epistemologies and methods in a more-than-human world     

Helena Pedersen  Barbara Pini 《Educational Philosophy and Theory》2017,49(11):1051-1054

  相似文献   

Systems thinking: An experimental course for college freshmen     

Richard M. Felder  Barbara A. Soloman 《Innovative Higher Education》1988,12(2):57-68

An experimental interdisciplinary freshman course called The Systems Approach to the Universe was taught at North Carolina State University in the Spring of 1986. The goals of the course were to introduce principles of general systems theory; to provide examples through lectures and readings of applications of these principles in a wide variety of fields and disciplines; and to introduce and provide practice in critical questioning and evaluation. This paper outlines what was done, how it worked, and how the instructors and the students assessed the experience afterwards.He received his B.Ch.E. from the City College of New York, and his Ph.D. in chemical engineering from Princeton University. Barbara A. Soloman is Coordinator of Advising for the Academic Skills Program and Lecturer in the University Studies Program at North Carolina State University. She received her B.S. in mathematics from the City College of New York and her M.S. in mathematics from North Carolina State University.  相似文献   

The Impact of the Home Instructional Program for Preschool Youngsters (HIPPY) on School Performance in 3rd and 6th Grades     

Robert H. Bradley  Barbara Gilkey 《Early education and development》2002,13(3):301-312

A post hoc matching design was used to compare children who participated in the Home Instructional Program for Preschool Youngsters (HIPPY) throughout Arkansas to children from the same classrooms who had no preschool experience and children who had other preschool experiences in the third and sixth grades. The program showed modest positive impact on school suspensions, grades, classroom behavior, and achievement test scores at both grade levels.  相似文献   

Awards program for outstanding achievements in instructional development     

Barbara A. Metelsky 《Educational technology research and development : ETR & D》1988,36(2):92-92

  相似文献   

A rubric for comparing dissimilar text materials     

Barbara J. Michels 《TechTrends》2004,49(1):69-70

Conclusion As you can see, this is a rather holistic view. These categories may have to be expanded depending on the particular needs of your task. However, it seemed to be efficient. This process may also be applicable to other situations such as student papers. This was my attempt to compare texts with a minimal amount of bias. I welcome input of others in an effort to expand and refine this rubric.  相似文献   

Editorial     

Barbara Jaworski 《Journal of Mathematics Teacher Education》2004,7(1):1-4

  相似文献   

The effect of language specific factors on early written composition: the role of spelling,oral language and text generation skills in a shallow orthography     

Barbara Arfé  Julie E. Dockrell  Bianca De Bernardi 《Reading and writing》2016,29(3):501-527

Spelling skills have been identified as one of the major barriers to written text production in young English writers. By contrast oral language skills and text generation have been found to be less influential in the texts produced by beginning writers. To date, our understanding of the role of spelling skills in transparent orthographies is limited. The current study addressed this gap by examining the contribution of spelling, oral language and text generation skills in written text production in Italian beginner writers. Eighty-three children aged 7–8 years participated in the study. Spelling, lexical retrieval, receptive grammar, and written sentence generation and reformulation skills were assessed and children were asked to write a text on a set topic. A factor analysis revealed that the children’s written text production was captured by three factors: productivity, complexity and accuracy. In contrast to results from children learning to write in opaque orthographies, such as English, this study showed that receptive grammar and written sentence generation skills accounted for significant variance in measures of productivity, complexity and accuracy in Italian children’s written text production. Spelling skills contributed to text accuracy and quality and explained more variance than receptive grammar in microstructural accuracy. By contrast, oral grammatical skills explained more variance in text quality than spelling. The current study shows the differential impact of language systems, such as Italian, on written text production. Implications for assessment and instruction are outlined.  相似文献   

Campus strategies: The “prompts” project prompts academic and student affairs collaboration     

Barbara S. Fuhrmann 《Assessment Update》1995,7(6):10-10

  相似文献   

Making documentaries and teaching about educational disadvantage: Ethical issues and practical dilemmas     

Helen Nixon  Barbara Comber 《The Australian Educational Researcher》1995,22(2):63-84

  相似文献