Relation of productivity in elementary school science to token reinforcement involving liked and unlked peers     

Clifford H. Edwards 《科学教学研究杂志》1977,14(5):449-454

  相似文献   

A rapid ethnography of itinerant teachers of the deaf     

Kluwin TN  Morris CS  Clifford J 《American annals of the deaf》2004,149(1):62-72

A rapid ethnographic study of 10 itinerant teachers in two school districts and 21 other professionals working with the itinerants was conducted. Rapid ethnography starts with the same assumptions about culture as conventional ethnography. However, it is not constrained by the assumption of cultural ignorance on the investigator's part. Thus, it enables better-directed data collection. Interviews with the itinerants and other professionals, direct observation of itinerants at work, and archival data permitted the authors to generate a list of themes reflecting results of other studies which focused on specific skills for itinerant teaching. While knowledge of specific skills cannot be ignored, the study shows that effective itinerants are ones who, through a personality trait, extensive experience, or a specific value system, can generate a positive composite image of their role as itinerants and are then able to interact on the basis of that image.  相似文献   

“Global Preparedness” of PRE-9/11 College Graduates: What the US Longitudinal Studies Say     

Adelma  Clifford 《Tertiary Education and Management》2004,10(3):243-260

  相似文献   

Biotechnology and open university science     

Grobstein C 《Science, technology & human values》1985,10(2):55-63

  相似文献   

Evaluating Web-supported Learning Versus Lecture-based Teaching: Quantitative and Qualitative Perspectives     

Norah?FredericksonEmail author  Phil?Reed  Viv?Clifford 《Higher Education》2005,50(4):645-664

A graduate level research methods and statistics course offered on the World-Wide Web was evaluated relative to the traditional lWith their consent, course members were randomly assigned to the two versions of the course for the first block of sessions. For the second block of sessions the groups crossed over to access the alternative version of the course. Quantitative and qualitative outcome data were collected to sample cognitive and affective domains. Improvements in knowledge and reductions in anxiety were apparent following both versions, with no significant differences between versions being detected. Analysis of course member comments indicated less satisfaction with the teaching input on the web-based version but more satisfaction with the peer collaboration that was stimulated. An activity theory framework is applied in conceptualising the findings and generating recommendations for further course development and evaluation.  相似文献   

The completion agenda,community colleges,and civic capacity     

Clifford P. Harbour  Douglas A. Smith 《Community College Journal of Research & Practice》2016,40(2):100-112

In this article, we present a new critique of the Completion Agenda as inscribed in Reclaiming the American dream, a policy document published in April 2012 by the American Association of Community Colleges. Our critique is grounded on the premise that community colleges should improve completion rates, but this should be motivated by a desire to empower students and prepare them for a richer life in an evolving democracy and not simply satisfy the national economic objectives commonly offered to justify the Completion Agenda. Accordingly, following our critique, we outline an alternative vision based on a text in the literature of democracy as problem solving, a body of work that remains largely unacknowledged in higher education research and scholarship. We specifically focus on Briggs (2008) who found that six different global communities were successful in addressing serious social and economic problems through an organic process grounded in a nontraditional view of democracy. Using Briggs’ work as a model, we propose that community colleges adopt a new vision that prioritizes the empowerment of students and their communities.  相似文献   

Collaboration Between Educational Psychologists and Speech and Language Therapists: Barriers and opportunities     

Sandra Dunsmuir  Vivienne Clifford  Sarah Took 《Educational Psychology in Practice》2006,22(2):125-140

This paper reports a study that aimed to investigate the perspectives of educational psychologists (EPs) and speech and language therapists (SLTs) about collaborative practices across these two services, to identify any barriers to collaboration and to explore how these could be overcome. The views of EPs and SLTs in two local authorities were sought using a questionnaire. Data analysis identified differences relating to professional and attitudinal issues, revealing divergent views about assessment and resource allocation. Communication difficulties were also identified. Approaches to develop effective collaborative practice are discussed and the importance of creating opportunities to deliver joint training in schools is highlighted.  相似文献   

Assessing preschool environments with the early childhood environment rating scale     

Thelma Harms  Richard M. Clifford 《Studies in Educational Evaluation》1982,8(3):261-269

  相似文献   

Observed classroom quality profiles in state-funded pre-kindergarten programs and associations with teacher,program, and classroom characteristics   总被引：3，自引：0，他引：3  

Jennifer LoCasale-Crouch  Tim Konold  Robert Pianta  Carollee Howes  Margaret Burchinal  Donna Bryant  Richard Clifford  Diane Early  Oscar Barbarin 《Early childhood research quarterly》2007

In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with “mid-range” patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it.  相似文献   

Quality of Prekindergarten: What Families Are Looking for in Public Sponsored Programs     

Oscar A. Barbarin  Terry McCandies  Diane Early  Richard M. Clifford  Donna Bryant  Margaret Burchinal  Carollee Howes  Robert Pianta 《Early education and development》2006,17(4):619-642

This study describes the meaning of program quality for a representative group of parents of children enrolled in public prekindergarten programs. Educators often conceptualized quality in terms of structural or process indicators; parents most often cited teacher experience and relationship to children. Families, like educators, emphasized enhancing readiness as central to program quality. In addition, families identified 3 classes of indicators not usually included in educational research or professional discussions of program quality: comprehensive service provision, convenient location, and home-school collaboration. In the decision to enroll children in a program, Whites more often relied on indicators of the classroom emotional climate, Latinos more often examined the provision of comprehensive services, and African Americans more often weighed the quality of home-school partnerships than their ethnic counterparts. For Latinos living in poverty, the concern about dual language development was salient. African Americans emphasized the importance of a close relationship with staff.  相似文献