Global pedigree and national imperative: Hong Kong universities’ response to China’s grand strategies     

Lo  William Yat Wai  Lee  Jack T.  Abdrasheva  Dana 《Higher Education》2022,84(1):141-157

Higher Education - Literature offers a theoretical framework exemplifying the inherent tensions between “becoming Chinese” and “remaining global” in the evolution of the...  相似文献   

Foreign-born Counselor Educators: Strengths,Challenges, and Areas of Support     

Interiano-Shiverdecker  Claudia G.  Prasath  Priscilla Rose  Eren  Ravza Nur Aksoy 《International journal for the advancement of counseling》2022,44(1):126-144

International Journal for the Advancement of Counselling - This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for...  相似文献   

School counselor educators: A grounded theory of career interest and satisfaction     

David Moran  Dana L. Brookover  Emily Goodman-Scott 《Counselor Education & Supervision》2023,62(1):21-39

Annually, there are school counseling specific counselor educator positions that remain unfilled. There is a need for more counselor educators with school counseling backgrounds. This grounded theory provides a model of the process by which school counselor educators decide to enter academia and what keeps them in their positions, based on focus groups with 32 participants. Results showed the reasons for leaving school counseling, what factors promote entry into school counselor education, and what keeps school counselor educators in that role. Implications for counselor education are provided.  相似文献   

Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders     

Gregory J. Benner  Marissa J. Filderman  Lucy Barnard-Brak  Jordan Pennefather  Jean Louise M. Smith  Lisa A. Strycker 《Psychology in the schools》2023,60(1):182-198

This article reports on a pilot study of the Integrated Literacy Study Group, a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence-based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self-efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence-based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self-efficacy, and teacher practice, with positive impacts on student early literacy and academic competence.  相似文献   

Organising for science in Britain: How far is there still to go?     

Steven P. R. Rose 《Minerva》1967,5(4):578-581

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Literacy and gender: researching texts,contexts and readers,by Gemma Moss     

Anthea Rose 《Gender and education》2010,22(2):242-243

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The rejection of the WHO Research Centre     

Hilary Rose 《Minerva》1968,6(2):263-264

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Concept maps as assessment in science inquiry learning - a report of methodology     

Trish Stoddart  Robert Abrams  Erika Gasper  Dana Canaday 《International Journal of Science Education》2013,35(12):1221-1246

Increasing availability of technologies, such as CD ROMs and the World Wide Web, in schools means that more teachers will have the potential to implement student-centred, inquiry-based approaches to learning. Assessing what each student knows in a broad subject area, such as science, is difficult. Assessing students' understanding in circumstances where each student may pursue different topics of study, where there is no way to predict in advance what those topics of study will be and where the possible topics of study include natural phenomena which are only beginning to be studied by professional scientists, is even more difficult. The authors recently faced such a challenge. To meet the challenge, the authors chose to assess student learning using an open-ended concept map activity combined with a rubric which extracts quantitative information about the quality of understanding from each map. This article describes the method the authors developed, including tests of reliability and validity.  相似文献   

Easy Graphic Design for Librarians: From Color to Kerning     

Gregory Johnson 《Public Services Quarterly》2013,9(3):248-249

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Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy     

Karen Gregory 《Journal of Cultural Economy》2017,10(6):552-555

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