A program for native infants and families     

Gayle Davies  Margie I. Mayfield 《Early Childhood Education Journal》1981,9(2):12-14

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Understanding a High School Physics Teacher’s Pedagogical Content Knowledge of Argumentation     

Jianlan Wang  Gayle A. Buck 《Journal of Science Teacher Education》2016,27(5):577-604

Scientific argumentation is an important learning objective in science education. It is also an effective instructional approach to constructivist science learning. The implementation of argumentation in school settings requires science teachers, who are pivotal agents of transforming classroom practices, to develop sophisticated knowledge of argumentation. However, there is a lack of understanding about science teachers’ knowledge of argumentation, especially the dialogic meaning of argumentation. In this case study, we closely examine a high school physics teacher’s argumentation-related pedagogic content knowledge (PCK) in the context of dialogic argumentation. We synthesize the teacher’s performed PCK from his argumentation practices and narrated PCK from his reflection on the argumentation practices, from which we summarize his PCK of argumentation from the perspectives of orientation, instructional strategies, students, curriculum, and assessment. Finally, we describe the teacher’s perception and adaption of argumentation in his class. We also identity the barriers to argumentation implementation in this particular case and suggest solutions to overcome these barriers.  相似文献   

Preparing teachers to create a mainstream science classroom conducive to the needs of English‐language learners: A feminist action research project     

Gayle Buck  Colette Mast  Nancy Ehlers  Elizabeth Franklin 《科学教学研究杂志》2005,42(9):1013-1031

A feminist action research team, which consisted of a science educator, an English‐language learner (ELL) educator, a first‐year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle‐level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle‐level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non‐ELL children; and (c) student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1013–1031, 2005  相似文献   

The Works of Gilbert Seldes     

W.J. Baker  Vishwa Mohan Mishra  James R. Bradon  John A. Lent  Richard L. Merritt  Gayle Durham Hollander 《Communication Booknotes Quarterly》2013,44(2):6-8

W.J. Baker's A History of the Marconi Company (New York: St. Martin's Press, 1972–$12.95)

Vishwa Mohan Mishra's Communication and Modernization in Urban Slums (New York: Asia Publishing House, Inc., 1972—$6.95, with paper edition available)

James R. Bradon (ed.) The Performing Arts in Asia (Paris: Unesco [available in this country from New York: Unipub, Inc.], 1971—$3.00, paper)

John A. Lent (ed.) The Asian Newspapers' Reluctant Revolution (Ames: Iowa State University Press, 1971—$12.50)

Richard L. Merritt (ed.) Communication in International Politics (Urbana: University of Illinois Press, 19Y2—$15.00)

Gayle Durham Hollander's Soviet Political Indoctrination: Developments in Mass Media and Propaganda Since Stalin (New York: Praeger Special Studies in International Politics and Public Affairs, 1972—$15.00)  相似文献   

Teachers of the gifted: A student's perspective     

Gayle Gear 《Roeper Review》2013,35(3):18-20

Gifted children need to determine their natural roles in group settings before they can assume effective leadership roles.  相似文献   

An Action Research Project on Preparing Teachers to Meet the Needs of Underserved Student Populations     

Gayle A. Buck  Jeanene G. Cordes 《Journal of Science Teacher Education》2005,16(1):43-64

The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated, and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual framework of this study predicted that providing preservice teachers with experiences in teaching science to at-risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers’ confidence and knowledge in regard to teaching science to children from underserved populations. The community-based experience allowed for an experience in which 20 preservice teachers taught in a situation in which at-risk youth were the majority, thus spotlighting their needs in a manner traditionally not experienced by these prospective teachers. A two-phase methodological design (J. Creswell, 1994) was utilized to answer the questions: (a) Did the plan lead to the desired outcomes? and (b) What strategies fostered or hindered progress toward the desired outcomes? The findings of this study were utilized to develop our next action step in preparing teachers to foster science literacy for All Americans.  相似文献   

Public Libraries: Measuring Their Value     

Gayle Broad  Sean Meades 《Public Library Quarterly》2013,32(3):309-319

Funding cuts and greater emphasis on expenditure justification in the public sector have sparked studies which attempt to demonstrate the financial return on investment of public libraries, with most of these conducted in larger urban centers. Northern Ontario, a vast region with a population less than one million, primarily Anglophone and francophone settlers and numerous Indigenous communities, served by tiny libraries, required a unique approach. A literature review and community input identified seven key sectors together with indicators for measurement. The Toolkit¹ designed by this research illustrates how to calculate an SROI that may better serve communities and improve funders’ decision-making.  相似文献   

Classroom materials     

Gayle Kirker  Laura Newman  Lynn Brown 《Roeper Review》2013,35(2):38-39

Five children and five families

Scholastic Book Series, 904 Sylvan Avenue Englewood Cliffs, N.J. 07632

The Bowmar nature series: The ways off plants

Bowmar Publishing Corporation 4563 Colorado Los Angeles, CA 90039

Science experiences for young children

Rosemary Althouse and Cecil Main, Jr. Teachers College Press Teachers College, Columbia University New York and London, 1975 1234 Amsterdam, N. Y. 10029

Walker Plays: Mythology Curriculum Associates 6 Henshaw Street Woburn. Mass. 01801  相似文献   

WHAT FEMINIST INQUIRY CONTRIBUTES TO PHILOSOPHY AND THE PHILOSOPHY OF EDUCATION: A SYMPOSIUM     

Barbara J.Thayer-Bacon  Gayle M. Turner 《Educational theory》2007,57(3):297-306

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Anytime,anywhere, anyplace: Articulating the meaning of flexible delivery in built environment education     

Richard Tucker  Gayle Morris 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):904-915

This paper describes a process for negotiating aspects of flexible learning through the consideration of flexibility from student, teacher and institutional perspectives. The process aimed to reconcile, in an Australian school of architecture, the competing demands of learner's increasing flexibility demands, teacher's attributes and pedagogical objectives and the structural limitations that militate against the delivery, resourcing and maintenance of flexibility. Results indicated that the only categories of flexibility (out of time, content, access/entry requirements, pedagogy and delivery) that were demanded by students were pedagogy (but only in the choice of working in groups) and delivery; whereas teachers were merely willing to offer flexibility in delivery. Thus, what students desired of teaching, and what teachers were able to provide, were multiple mediums of knowledge delivery that allowed students flexibility in when and where they could learn. These findings, it is suggested, have relevance for course redesign throughout the creative/visual arts.  相似文献