The in‐service education of teachers: European perspectives     

Rhys Gwyn M. A.  Dip. Ed. 《欧洲师范教育杂志》1978,1(2):82-92

  相似文献   

Context,culture, and competence: Answers to criticism     

Ed Elbers 《Educational Psychology Review》1991,3(2):137-148

In this rejoinder, I respond to criticisms by Moshman, Kanner and Wertsch, Grossen, Säljö, and Siegler of my article on The Development of Competence and Its Social Context. I argue that an adequate theory of the development of competence must explain the relationship between the spontaneous construction of knowledge by the child and the transmission of knowledge to the child. The transmission of knowledge to children resides in the provision of cultural perspectives on reality. These perspectives give children opportunities to construct knowledge and provide scope within which to widen their intellectual skills. From this viewpoint, several problems are discussed, such as the role of social context in education and intellectual performance, the development of numerical abilities, and the characteristics of test situations.  相似文献   

PSYCHOLINGUISTIC CHARACTERISTICS OF CONDUCT PROBLEM BOYS∗     

Loyd S. Wright Ed.D. 《International Journal of Disability, Development & Education》1973,20(2):117-123

Forty‐seven boys identified by their third grade teachers as conduct problems were administered the ITPA and subdivided into three groups on the basis of race and social class: (1) the working class Negro group (N = 21); (2) the working class White group (N = 14); and (3) the middle class White group (N = 12). The total sample (N = 47) performed significantly below the standardization population on Auditory Reception, Visual Memory, Verbal Expression and Grammatic Closure and significantly above on Sound Blending. The working class Negro group did significantly poorer on the ITPA than the other two groups which did not differ significantly from each other. All three subgroups performed significantly below the standardization population on visual sequential memory. This latter result may indicate a non‐verbal learning disability which interferes with learning appropriate social behavior.

  相似文献   

Principals’ experiences of being evaluated: a phenomenological study     

Oksana Parylo  Sally J. Zepeda  Ed Bengtson 《Educational Assessment, Evaluation and Accountability》2012,24(3):215-238

This phenomenological study sought to understand principals?? lived experiences of being evaluated with reliance on the principles of developmental supervision and adult learning theory. Analysis of interview data from 16 principals revealed 3 major constructs in principal evaluation: evaluation is a complex, constantly changing system; principal evaluation is a year-long continuous process; and, effective principal evaluation is transparent, planned, and aligned with personal and system goals. Principal evaluation incorporated experiential and self-directed learning, and emphasized structure, collaboration, and ownership of the process by principals. Directive informational and collaborative interpersonal approaches were favored by principals and their evaluators. The findings contribute new knowledge about the phenomenon and have implications for reconceptualization and redesign of principal evaluation processes.  相似文献   

P&I bookshelf xerox,American Samurai by G. Jacobson & J. Hillkirk     

Ed Blankenhagen 《Performance Improvement》1992,31(3):46-46

  相似文献   

Don't Forget Performance Consequences     

Ed Magdarz 《Performance Improvement》1982,21(5):9-9

  相似文献   

Superlearning     

S. Ostrander  L. Schroeder  Ed Blankenhagen 《Performance Improvement》1991,30(7):36-36

  相似文献