Knowledge management support for teachers   总被引：2，自引：0，他引：2  

John M. Carroll  Chun Wei Choo  Daniel R. Dunlap  Philip L. Isenhour  Stephen T. Kerr  Allan MacLean  Mary Beth Rosson 《Educational technology research and development : ETR & D》2003,51(4):42-64

Business organizations worldwide are implementing techniques and technologies to better manage their knowledge. Their objective is to improve the quality of the contributions people make to their organizations by helping them to make sense of the context within which the organization exists; to take responsibility, cooperate, and share what they know and learn; and to effectively challenge, negotiate, and learn from others. We consider how the concepts, tools, and techniques of organizational knowledge management can be applied to the professional practices and development of teachers. We describe a framework for knowledge management support for teachers where the sharing of concrete knowledge scaffolds the attainment of more abstract levels of knowledge sharing. We describe the development of a knowledge management support system emphasizing long-term participatory design relationships between technologists and teachers, regional cooperation among teachers in adjacent school divisions, the integration of communication and practice, synchronous and asynchronous interactions, and multiple metaphors for organizing knowledge resources and activities. This work was supported by the National Science Foundation, REC-0106552.  相似文献   

What does it means to be a critical scholar? A metalogue between science education doctoral students     

Heidi Cian  Nikeetha Dsouza  Renee Lyons  Daniel Alston 《Cultural Studies of Science Education》2017,12(2):453-467

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Significant learning in catholic religious education: the case of Temuco (Chile)     

Jessica Navarrete  Angélica Vásquez  Efraín Montero  Daniel Cantero 《British Journal of Religious Education》2020,42(1):90-102

ABSTRACT

The object of this article is to reveal the teaching strategies used by teachers for religious education in Temuco, Chile. The paradigm used was qualitative and the design was a single interpretative case study. The data were collected by semi-structured interviews with pupils and religious education (RE) teachers. The results show convergences of successful strategies, such as the use of conversations to form opinions related with the pupils’ everyday interests. We conclude that significant learning for catholic religious education in schools (CRES) includes teaching strategies associated with individual and collective reflections and conversations on topical social issues. Thus, religious education may enable us to advance towards a pluralist approach to the teaching of religion.  相似文献   

Formative Evaluation of the Early Development Instrument: Progress and Prospects     

Daniel P. Keating 《Early education and development》2007,18(3):561-570

This article is a commentary for the special issue on the Early Development Instrument (EDI), a community tool to assess children's school readiness and developmental outcomes at a group level. The EDI is administered by kindergarten teachers, who assess their kindergarten students on 5 developmental domains: physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills and general knowledge. In this commentary, the author critically integrates research findings from projects that used the EDI to assess children's development at a community or population level, as presented in the research articles of this special issue. In addition, the EDI is situated in the school readiness literature, and forthcoming research directions and challenges that will largely determine the risk-benefit ratio of the EDI are discussed in regard to the following 3 topics: the advantages and limitations of using teacher judgment for the EDI, the establishment of the EDI's reliability and validity at a group (community, population) level, the EDI's effectiveness for intervention and program evaluation and measurement.  相似文献   

Mind, Brain, Education, and Biological Timing     

Diego A. Golombek  Daniel P. Cardinali 《Mind, Brain, and Education》2008,2(1):1-6

ABSTRACT— Circadian rhythms, in particular the sleep–wake cycle, modulate most, if not all, aspects of physiology and behavior. Their impact on education has recently begun to be understood, including a clear positive relationship between sleep and learning. In fact, sleep deprivation, common to adolescents throughout the world, has a deep effect on academic performance, and this fact is often increased by inadequate school schedules. This special issue of Mind, Brain, and Education deals with the relation between biological rhythms and learning, as discussed in an International Mind, Brain, and Education Society meeting that took place in Erice, Italy in May 2007. The articles (with contributors from Brazil, Croatia, Sweden, Spain, United Kingdom, United States, and Argentina) cover several aspects of this fundamental link between timing and education and suggest strategies to optimize school and sleep schedules for a better quality of life and improved academic performance of students.  相似文献   

A Good First Year and An Award     

Kurt W. Fischer  David B. Daniel 《Mind, Brain, and Education》2008,2(1):iii-iii

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“The types of kids we get are different”—The distinguishing characteristics of school choosers in Detroit,Michigan     

Daniel Hamlin 《Journal of School Choice》2018,12(1):52-79

Providing improved educational options for low-income African American families has been one of the primary objectives of the charter school movement. However, among demographically similar families, school choosers may possess subtle advantages compared to nonchoosers, leading to biased estimates of charter school performance in nonexperimental research. This study examines within-group differences between school choosers and nonchoosers in Detroit, Michigan through semistructured interviews with parents (n = 31) and teachers (n = 23) in charter and public schools. Findings indicate differences between school choosers and nonchoosers in access to transportation, experience, social and professional networks, orientation toward choice, parental involvement, and home stability. These differences offer insight into potential controls for self-selection bias that may lead to improved statistical evaluations using nonexperimental methods.  相似文献   

Science on the Fairgrounds: From Black to White Magic     

Raichvarg Daniel 《Science & Education》2007,16(6):585-591

During the 18th and 19th centuries, numerous “entrepreneurs de spectacles scientifiques” — a new category of “stall-keepers” — travelled around France, displaying their scientific shows to the public. They turned out to be physics demonstrators, magicians, mechanical engineers or curators of museums of anatomy. A general survey of these shows is not easy because we have but few documents to consider. Through a various set of texts and pictures, we’ll try to understand the general philosophy of these shows: the wonder, the novelty and the surprising are the key-ideas which prevail and not only the idea that these shows mostly deliver knowledge. But above all, we will see that these shows played an important part in popularizing the 19th century scientific achievement as well as achieving the 18th century goal of the Enlightenment. Finally, we may question and discuss the 21st century answer to the question of science understood as entertainment: “science’tainment” as we say: “info’tainment”!  相似文献   

Sensitization to Non-Verbal Communications     

Daniel J. Delaney 《Counselor Education & Supervision》1968,7(3):315-316

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Prosocial Behavior and Caring in Adolescence: Relations to Self-Understanding and Social Judgment   总被引：4，自引：0，他引：4  

Daniel Hart  Suzanne Fegley 《Child development》1995,66(5):1346-1359

The relation of self-understanding and moral judgment to dedicated prosocial behavior is investigated. Participants were African-American and Latin-American adolescents who had been nominated by community leaders for having demonstrated unusual commitments to care for others or the community ( care exemplars ). The care exemplars, and matched comparison adolescents, were extensively interviewed over the course of 4–6 sessions in order to elicit self-understanding, moral judgment, and implicit personality theories. The care exemplars were more likely than the comparison adolescents to: (1) describe themselves in terms of moral personality traits and goals, (2) view themselves as having closer continuity to their pasts and futures, (3) think of themselves as incorporating their ideals and parental images, and (4) articulate theories of self in which personal beliefs and philosophies are important. There were no differences between the care exemplars and the comparison adolescents in developmental stages of moral judgment nor in the abstractness of their implicit personality theories.  相似文献