The Implications of Culture and Identity: A Professor's Engagement with a Reform Collaborative     

Tarin H. Weiss  Allan Feldman  Dolly E. Pedevillano  Brenda Capobianco 《International Journal of Science and Mathematics Education》2004,1(3):333-356

In this study, part of a larger United States project investigating K16 teachers and science reform, we seek to understand how a science professor's participation in a large-scale reform effort affects her conceptions of teaching, teachers, and reform. The topic in this study concerned how the professor's teaching identity was modified and created by the reform effort as she mediated her participation. A multiple-method approach utilizing (a) semi-structured interviews/correspondences with four students and the professor, (b) classroom observations, and (c) field notes, comprised the data collection. Results indicated that, although the professor was inclined to try out new teaching strategies in her classroom, the project failed to create pedagogical dissonance thus leading to her lack of desire to accommodate a more inquiry-based pedagogy.  相似文献   

Perceiving the Affordance of Contact in Fourand Five-Month-Old Infants     

Albert Yonas  Brenda Hartman 《Child development》1993,64(1):298-308

The focus of this study was on the ability of infants to perceive whether an object is positioned at a distance that would make contact possible. As a toy was presented, sometimes within and sometimes beyond reach, the initiation of reaching and leaning forward was scored. Infants were divided into leaning and nonleaning groups. Both leaning and nonleaning 5-month-olds changed their behavior dramatically when the object was placed beyond, as opposed to within, reach. The nonleaners showed a decline in reaching when this boundary for contact was crossed. The "leaners" did not; rather, they began to lean forward. These results suggest that 5-month-olds use information for the affordance of contact. 4-month-olds provided less evidence that arm length regulates reaching. 5-month-old infants acted as if they not only had some sensitivity to the absolute distance of an object but also to the effect that leaning forward has on their ability to make contact with a distant object.  相似文献   

Perceptions and practices of principals: supporting positive educational experiences for Aboriginal learners     

Jane P. Preston  Tim R. Claypool  William Rowluck  Brenda Green 《International Journal of Leadership in Education》2017,20(3):328-344

The purpose of this paper is to describe the leadership perceptions and practices of principals who promote positive school experiences for Aboriginal students. This qualitative multi-case study encapsulates 14 semi-structured individual interviews conducted with nine principals from the Canadian provinces of Saskatchewan and Prince Edward Island. Findings indicate that the principal’s belief in students, emphasis on student belonging, promotion of relationships and promotion of culturally relevant school experience were seminal in creating a positive school experiences for Aboriginal students. An implication of the study is that leadership embodied via an Aboriginal worldview has great merit for fostering educational success for all learners, regardless of ethnicity.  相似文献   

Adjacency,animacy, and intensionality as cues to oral and written sentence comprehension     

Robert J. Scholes  Brenda J. Willis 《Reading and writing》1990,2(1):27-38

Subjects of verbs in English sentences may be indicated by any one of a number of cues. In some cases, the subject of the verb is determined by semantic constraints, as when the verb requires an animate noun phrase as subject; in other cases the subject is determined by syntactic factors, as in the case of third person singular verb markers; and, as is commonly the case in informal language, the most immediately preceding noun phrase is the subject of the verb. These three types of cues, semantic (here described as extensional), syntactic (here labeled intensional), and adjacency are investigated in a series of tests of sentence comprehension using university undergraduates as subjects.The results of these experiments show that when the adjacency strategy does not apply, even these highly literate native speakers have great difficulty in correctly comprehending subject-verb correspondences.These results are discussed in the context of the relationship between intensional linguistic processing and literacy.  相似文献   

The value of institutional research in the assessment of institutional effectiveness     

Brenda H. Rogers  Dr. Karen M. Gentemann 《Research in higher education》1989,30(3):345-355

A survey of 167 institutions engaged in the regional reaccreditation process between 1987 and 1992 revealed that the presence of institutional research activities was positively related to the institution carrying out a systematic assessment of institutional effectiveness. Institutional research activity was more predictive of assessment efforts than was the type of governance (public or private), the level of degree offered, or enrollment size. An alarmingly low proportion of institutions had begun to define outcomes at the time of the survey—a first step in the development of assessment procedures. Even fewer had identified ways of measuring outcomes. Budgets and staff expertise were felt to be adequate for current responsibilities but insufficient to assume responsibility for assessing institutional effectiveness. Institutional research activity is urgently needed in order to support the data collection efforts required by institutional assessment mandates. Whether these activities are conducted by institutional researchers or are dispersed across the campus, they provide the underpinnings for assessment.  相似文献   

Students’ evaluations of the use of e-learning in a collaborative project between two South African universities     

Poul Rohleder  Vivienne Bozalek  Ronelle Carolissen  Brenda Leibowitz  Leslie Swartz 《Higher Education》2008,56(1):95-107

Online learning is increasingly being used in Higher Education, with a number of advantages to online learning being identified. One of these advantages is the suggestion that online learning provides for equality of opportunity. This article reports on students’ evaluations of the use of e-learning in a collaborative project between two South African universities. The results highlighted both positive and negative evaluations of the use of e-learning. The positive aspects identified were that e-learning provided for ease of communication between parties, and easy access to information and learning material. Negative aspects identified were that it presented some technical challenges; online communication was disjointed; there was unequal access to computers between students from the two universities; students felt that more face-to-face interaction is needed. The issue of unequal access to computers and the internet is highlighted as a crucial issue for e-learning in the South African context, and for the fostering of a democratising educational discourse.  相似文献   

A model for enhancing social communication and interaction in everyday activities for primary school children with ASD     

Brenda Peters 《Journal of Research in Special Educational Needs》2016,16(2):89-101

Children with a diagnosis of Autism Spectrum Disorder may find the social aspects of learning particularly challenging because of the traits of diffculty with social communication and interaction. This paper evaluates the impact of an interactive model designed to support social communication and interaction for twelve students with ASD, who attend three international primary schools in Hong Kong. Using an exploratory mixed‐methods approach, the study investigates the children's participation and engagement when a Social Communication and Interaction model is in operation. The model is built around the concept of mediation and the use of tools, which were intended to encourage children with ASD to be engaged in high‐level participation activities. Attention is drawn towards the children's growth of self‐confidence, a reduction of adult support and the children's increased participation with others in the activity sessions.  相似文献   

Karen A. Rader & Victoria E. M. Cain. Life on Display: Revolutionizing U.S. Museums of Science and Natural History in the Twentieth Century. Chicago,IL: University of Chicago Press, 2014. 459 pp. Cloth $45.00.          下载免费PDF全文

Brenda Trofanenko 《History of education quarterly》2015,55(3):396-399

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Cognitive evaluation theory: The effects of external rewards on intrinsic motivation of gifted students     

Brenda T. Rogers 《Roeper Review》2013,35(4):257-260

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Does On‐line Distance Higher Education Pay Off for Adult Learners? The Case of the Open University of Catalonia     

Martin Carnoy  Brenda Jarillo Rabling  Jonatan Castaño‐Muñoz  Josep Maria Duart Montoliu  Teresa Sancho‐Vinuesa 《Higher Education Quarterly》2012,66(3):248-271

The increasing opportunities created for adults by on‐line distance universities raise important issues about the payoff to such education. This study uses a unique set of survey data gathered by the Open University of Catalonia (UOC) in 2009 to estimate the earnings gains of the 2000–2003 cohorts of UOC students in six programmes of study over an average six‐year time frame between entering and one year after leaving their studies. It compares their gains with the earnings gains of comparable full‐time workers in the Spanish labour force by age, education level, and gender. The results show that those who studied in UOC's two‐year second‐cycle degree programmes had positive relative earnings gains but those in three‐year first‐cycle degree programmes did not. The study further discusses why adult learners might nevertheless study toward degrees for which payoffs appear low.  相似文献