The 1908 White House Governor's Conference     

Charlotte Wittwer 《The Journal of environmental education》2013,44(4):142-145

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Child Development And The Curriculum     

Arthur T. Jersild  Charlotte Fehlman 《Journal of Experimental Education》2013,81(2):130-142

Seventy-five years of research in the area of teacher effectiveness have failed to yield sound predictive information about teaching success. Several explanations are offered in this paper for observed discrepant and null findings. Commonly employed predictor variables may be unrelated to teacher effectiveness: consideration is given to the appropriate choice of predictor variables and concern expressed regarding the emphasis of research on the affective as opposed to the cognitive domain. Nevertheless, it is stressed that this explanation remains untested because of the following points: (1) The criterion variable may be unstable, invalid or inappropriate; in particular, it is argued that, while presage and process variables may be appropriately employed as predictors of teacher effectiveness, if tautologies are to be avoided, only product variables are valid as direct criteria for the assessment of effective teaching. (2) The influence of a particular variable may differ according to situation, for instance, according to grade level or subject matter taught. Arising from discussion of these points, some recommendations regarding future research are offered.  相似文献   

The Significance of Drama as an Instrument of Character Enrichment     

Charlotte Chorpenning 《Religious education (Chicago, Ill.)》2013,108(9):834-836

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Learning from migrant education: A case study of the schooling of rural migrant children in Beijing   总被引：1，自引：0，他引：1  

Charlotte Goodburn 《International Journal of Educational Development》2009

This paper focuses on the educational opportunities available to rural migrant children in Beijing. On the basis of fieldwork conducted in migrant communities in 2004–2005, I conclude that administrative and financial barriers, as well as discrimination, prevent migrant children from entering state schools. I discuss the quality of education available in unlicensed private schools, followed by an analysis of the possible reasons for the state's exclusion of migrant children from state schools and its hostility to migrants’ self-provision of education.  相似文献   

The effects of controversy,concurrence seeking,and individualistic learning on achievement and attitude change     

Roger Johnson  Charlotte Brooker  James Stutzman  Donald Hultman  David W. Johnson 《科学教学研究杂志》1985,22(3):197-205

The effects of cooperative-controversy, cooperative-concurrence seeking, and individualistic learning were compared on motivation, achievement, and attitudes toward the science subject being studied. Eighty-four fifth-grade students were assigned to conditions on a stratified random basis controlling for sex and reading ability. In all three conditions students studied whether wolves should or should not be a protected species. The results indicate that cooperative-controversy resulted in the highest achievement, greatest motivation to learn more about wolves, more positive attitudes toward the wolf, and more positive attitudes toward controversy.  相似文献   

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level     

Charlotte Dignath  Gerhard Büttner 《Metacognition and Learning》2008,3(3):231-264

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

Gerhard BüttnerEmail:

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Curriculum Leadership Roles of Chairpersons in Continuously Planning Departments     

Stark  Joan S.  Briggs  Charlotte L.  Rowland-Poplawski  Jean 《Research in higher education》2002,43(3):329-356

Forty-four chairpersons of departments judged by academic vice presidents at randomly selected institutions to be engaged in especially effective curriculum planning were interviewed about their roles. The interviews suggest 7 leadership roles used in the curriculum development process. The roles varied by institutional type, department size, and personal choice. This article reviews the conceptual framework that guided the study, describes the interview population and sample, illustrates the leadership roles with quotations, relates the roles to curriculum planning and organizational contexts, and develops implications for researchers.  相似文献   

Acquired equivalence of cues in pigeon autoshaping: Effects of training with common consequences and with common antecedents     

Charlotte Bonardi  Veremundo Rey  Mark Richmond  Geoffrey Hall 《Learning & behavior》1993,21(4):369-376

In three experiments, we sought evidence for the acquired equivalence of cues in pigeons trained in an autoshaping paradigm. In Experiment 1, presentations of each of a pair of cues (different keylight stimuli) preceded a common consequence (a different keylight stimulus). The pattern of response then established by further training given to one member of the pair was found to generalize preferentially to the other, demonstrating equivalence between cues that had shared a common consequence. The same test procedure was used in Experiment 2, but with a training procedure in which each cue of a pair was preceded by a given stimulus. This too resulted in enhanced generalization between members of the pair, showing that equivalence can be established when cues have been experienced along with a common antecedent. Both training procedures were combined in Experiment 3 to confirm the reliability of the effects previously obtained. The discussion is focused on ways in which the associative explanation offered for cases of equivalence mediated by a common consequence might be extended to accommodate equivalence mediated by a common antecedent.  相似文献   

Teacher Leadership in Practice: Mapping the Negotiation of the Position of the Special Educational Needs Coordinator in Schools     

Charlotte Struyve  Karin Hannes  Chloé Meredith  Machteld Vandecandelaere  Sarah Gielen  Bieke De Fraine 《Scandinavian Journal of Educational Research》2018,62(5):701-718

Special needs care has taken on a substantial evolution within education. Special educational needs coordinators (SENCOs) are no longer considered to provide individual guidance to students but to support and professionalize regular teachers in fulfilling special needs care in their classroom. In doing so, they act as teacher leaders. Many concerns are raised about how teacher leadership may interfere with the existing working relationships in schools. In this study, we use Positioning Theory as a theoretical approach to obtain an in-depth understanding of how the position of the SENCO and the responsibilities attached to this position are negotiated within the school. The findings illustrate that SENCOs received the legitimacy to act as teacher leaders when their expertise was recognized, when teachers perceived their task as first-line helpers, and when school principals were willing to release power.  相似文献   

Negative priming and occasion setting in an appetitive Pavlovian procedure     

Mondragón E  Bonardi C  Hall G 《Learning & behavior》2003,31(3):281-291

Rats received training in which two auditory target stimuli, X and Y, were signaled by two visual stimuli, A and B, and followed by food (i.e., A-->X+, B-->Y+). The test consisted of presentations of X and Y preceded either by the same signal as during training (same trials: A-->X, B-->Y) or by the alternative signal (different trials: A-->Y, B-->X). After 8 training sessions, the animals responded less on same trials than on different trials; this effect was significantly reduced after 24 training sessions. In two additional experiments, animals that had also experienced presentations of A and B alone, either before or during training, showed the opposite pattern of results, responding more on same trials than on different trials. These results are interpreted as being due to the interaction between the effects of occasion setting and negative priming (see Wagner, 1981).  相似文献