Effects of Training on the Draw-a-Man Test     

Gene R. Medinnus  Diane Bobitt  Jack Hullett 《Journal of Experimental Education》2013,81(2):62-63

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Love,Loss and Magic: Connecting Author and Story1     

Diane M. Duncan 《Changing English: An International Journal of English Teaching》2007,14(3):271-284

The themes of love, loss and magic have been enduring themes in fairytales, myths, legends and fantasy within the genre of children's literature. These stories frequently depict young protagonists who have been ‘orphaned’ in some way—for example, through death, betrayal, absence, rejection or unexplained disappearance. In many of these narratives an important feature is the power of the story to grip and hold its readers through the intervention of magic in its most sinister and beneficent form as well as the love and loyalty of friends and creatures drawn from the world of fantasy. What is seldom examined is the way in which the author's own biography of loss and love both informs and provides a major impetus to the stories they have written. This article explores the way in which the themes of love, loss and magic interconnect with two phenomenally successful contemporary children's writers. Using selected extracts from the work of Philip Pullman and Michael Morpurgo, the article suggests a dynamic synergy with the authors and their stories.  相似文献   

Exmplary LEA Practice: Selecting a Standardized Test for a District-Wide Testing Program     

Diane Proctor 《Educational Measurement》1985,4(4):25-26

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Breaking the Cycle: Future Faculty Begin Teaching with Learner-Centered Strategies after Professional Development     

Diane Ebert-May  Terry L. Derting  Timothy P. Henkel  Jessica Middlemis Maher  Jennifer L. Momsen  Bryan Arnold  Heather A. Passmore 《CBE life sciences education》2015,14(2)

The availability of reliable evidence for teaching practices after professional development is limited across science, technology, engineering, and mathematics disciplines, making the identification of professional development “best practices” and effective models for change difficult. We aimed to determine the extent to which postdoctoral fellows (i.e., future biology faculty) believed in and implemented evidence-based pedagogies after completion of a 2-yr professional development program, Faculty Institutes for Reforming Science Teaching (FIRST IV). Postdocs (PDs) attended a 2-yr training program during which they completed self-report assessments of their beliefs about teaching and gains in pedagogical knowledge and experience, and they provided copies of class assessments and video recordings of their teaching. The PDs reported greater use of learner-centered compared with teacher-centered strategies. These data were consistent with the results of expert reviews of teaching videos. The majority of PDs (86%) received video ratings that documented active engagement of students and implementation of learner-centered classrooms. Despite practice of higher-level cognition in class sessions, the items used by the PDs on their assessments of learning focused on lower-level cognitive skills. We attributed the high success of the FIRST IV program to our focus on inexperienced teachers, an iterative process of teaching practice and reflection, and development of and teaching a full course.  相似文献   

Three ideas to advance our research base     

I. Diane Cooper 《Journal of the Medical Library Association》2015,103(4):169-170

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D'Où Venons Nous/Que Sommes Nous/Où Allons Nous(Where Do We Come From? What Are We? Where Are We Going?)     

I. Diane Cooper 《Journal of the Medical Library Association》2015,103(1):55-56

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Hokanson,Brad & Gibbons,Andrew ed (2013) Design in educational technology Springer (Berlin) isbn 978‐3‐319‐00926‐1 283 pp £90 http://www.springer.com/education+%26+language/learning+%26+instruction/book/978‐3‐319‐00926‐1          下载免费PDF全文

Dr Diane P Janes 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):E2-E2

Here is a well written and well edited book with focus on the concept of design in modern educational technology practice. It is for both new and experienced designers; those new to the field might find opportunities to expand their practice, while experienced designers will find affirmation of many past practices and the opportunity to explore new ideas for future projects. If you think this book is likely to be of value to you, I suggest you buy your own copy Diane P Janes  相似文献   

Managing institutional and sociocultural challenges through sociotransformative constructivism: A longitudinal case study of a high school science teacher     

Alberto J. Rodriguez 《科学教学研究杂志》2015,52(4):448-460

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Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment     

Bergey  Bradley W.  Ketelhut  Diane Jass  Liang  Senfeng  Natarajan  Uma  Karakus  Melissa 《Journal of Science Education and Technology》2015,24(5):696-708

Journal of Science Education and Technology - The primary aim of the study was to examine whether performance on a science assessment in an immersive virtual environment was associated with changes...  相似文献   

Supporting emotion regulation in individuals with ASD,ADHD and bipolar disorder through trauma-informed instruction and self-regulation strategies     

Lauren A. Delisio  Diane Casale-Giannola  Caitlyn A. Bukaty 《Journal of Research in Special Educational Needs》2023,23(2):136-146

Since the beginning of the COVID-19 pandemic, students have endured drastic changes in educational routines. Such disruptions can be especially challenging for students who struggle with executive functioning, self-regulation and emotion regulation, such as students with autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD) and bipolar disorder. Using a framework of trauma-informed instruction, the authors supported classroom teachers in implementing sensory spaces for students with ASD, ADHD and bipolar disorder. The project included professional development and funding for teachers to develop, procure and offer sensory tools and strategies to assist students in recognising and managing emotions. The authors collected data on the effectiveness of the sensory supports, combining teacher surveys and student behaviour data. Results indicated increased teacher knowledge on trauma-informed instruction and use of sensory supports to promote executive functioning and self-regulation and decreased target behaviours in students based on structured observation and anecdotal teacher feedback.  相似文献