MORALITY, CIVICS, AND CITIZENSHIP: VALUES AND VIRTUES IN MODERN DEMOCRACIES     

Stacy Smith 《Educational theory》2000,50(3):405-418

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The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis     

Gerry Czerniawski  Ainat Guberman  Ann MacPhail 《欧洲师范教育杂志》2017,40(1):127-140

A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an international and comparative needs analysis through a survey of 1158 higher education-based teacher educators in the countries participating in the International Forum for Teacher Educator Development: Belgium, Ireland, Israel, the Netherlands, Norway and the UK. Our results suggest that while teacher educators are only moderately satisfied with their professional development experiences, a strong desire exists for further professional learning. This desire, influenced by their professional context, relates to their current beliefs concerning ‘best practice’ in teacher education, the academic skills required to further their professional careers and knowledge of the curriculum associated with their fields of expertise.  相似文献   

Dissecting values in the classroom     

Smith J 《New scientist (1971)》1992,134(1820):31-35

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ERASMUS: THE EUROPEAN COMMUNITY'S HIGHER EDUCATION ACTION PROGRAMME IN ITS FIRST YEAR     

Alan Smith  Fritz Dalichow 《Higher Education in Europe》1988,13(3):39-47

On 14 May 1987, the Education Ministers of the Twelve reached agreement on the European Community Action Scheme for the Mobility of University Students (ERASMUS). With a total of 85 million ECU** ** One ECU is worth approximately $ 0.8131 United States dollars. View all notes earmarked for its initial phase (1 July 1987 to 30 June 1990), the programme will aim at encouraging increased student and staff mobility throughout the European Community by means of the creation of a European University Network, the award of grants to individual students, arrangements for the mutual recognition of qualifications and courses or parts of courses, and a range of additional supporting measures. In the following article, the authors will examine, in some detail, the Actions provided for in the Programme, which was formally adopted by the Council on 15 June 1987.

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Developing a virtual engineering management community     

Bill Hewitt  Moray Kidd  Robin Smith 《European Journal of Engineering Education》2016,41(2):220-230

The paper reviews the lessons of planning and running an Engineering Management practitioner development programme in a partnership between BP and the University of Manchester. This distance-learning programme is for professional engineers in mid-career experienced in the engineering and support activities for delivering safe, compliant and reliable projects and operations worldwide. The programme concentrates on the why and how of leadership and judgement in managing the engineering of large and small projects and operational support. Two intensive residential weeks are combined with a virtual learning environment over one year. Assessed assignments between and after the residential weeks provide opportunities for individual reflective learning for each delegate through applying concepts and the lessons of case studies to their experience, current challenges and expected responsibilities. This successful partnership between a major global company and a university rich in research and teaching required a significant dedication of intellectual and leadership effort by all concerned. The rewards for both parties and most importantly for the engineers themselves are extensive.  相似文献   

Developing curriculum for canadian schools: What we learned from the atlantic salmon     

Gary J. Anderson  Ann E. Brimer  Muriel Cooper 《Interchange》1977,8(4):16-31

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Conservation of length and instruction in linear measurement in young children     

Susan R. Smith  Cecil R. Trueblood  Michael Szabo 《科学教学研究杂志》1981,18(1):61-68

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Empowering Science Teachers: A Model for Professional Development     

Ann C. Howe  Harriett S. Stubbs 《Journal of Science Teacher Education》1997,8(3):167-182

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Group What—Counselor Educators?     

Robert W. Graff  Jo Ann Belluci 《Counselor Education & Supervision》1971,10(3):291-292

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Mechanisms of the relation between perinatal problems, early childhood illness, and psychopathology in late childhood and adolescence   总被引：6，自引：0，他引：6  

P Cohen  C N Velez  J Brook  J Smith 《Child development》1989,60(3):701-709

Data on perinatal and early childhood somatic and psychological risk factors of a random sample of children were gathered in early to middle childhood and employed to examine the long-term risk of emotional and behavioral problems of late childhood and adolescence. 3 issues were addressed: First, can syndromic specificity of such effects be identified on scaled and diagnostic measures of syndromes? Second, are these effects attributable to excess risk of low-income children for both perinatal and later childhood problems? Third, are the intervening mechanisms identifiable as intellectual impairment, vulnerability to poor health, poor maternal caretaking, maternal rejection, or maternal stress associated with marital problems? Findings indicated that elevated risk was present for all syndromes, both at the scale level and at the diagnostic level. None of the examined intervening mechanisms fully accounted for the effects of early risks.  相似文献