The effectiveness of a learning disabilities inservice program     

Debora G. Boeck  Glen G. Foster 《Psychology in the schools》1975,12(4):409-411

Forty-three regular classroom teachers were provided with four one-hour inservice sessions related to the field of learning disabilities. Pre- and posttest administrations of the Learning Disabilities Information Inventory were utilized to measure change resulting from these sessions. Twenty-four control subjects did not participate in these sessions but did complete the dependent measure. An analysis of covariance with pretest scores serving as the covariate indicated that the inservice treatment did result in improved performance on the dependent measure. Approximately 50% of the experimental subjects completed a follow-up questionnaire and most indicated that the sessions increased their knowledge of learning disabilities and provided them with techniques and materials useful in their classroom settings. It is concluded that such inservice sessions are a viable means of increasing classroom teachers' information concerning learning disabilities and the Learning Disabilities Information Inventory is sensitive to the effects of such inservice.  相似文献   

Erased history: the forgotten Arabic sources of the Western Renaissance     

Cooper  Glen M. 《Metascience》2019,28(1):125-128

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Change Happens: Book Selling,Libraries, and E-Readers     

Glen E. Holt 《Public Library Quarterly》2013,32(3):185-190

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I look forward to teaching     

Catherine Bennett  Elizabeth Coppedge  Glen Davis  John Myers  Thelma Sprow  Ruth Johnson 《Peabody Journal of Education》2013,88(4):194-203

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Indigenous knowledge and science revisited   总被引：3，自引：3，他引：0  

Glen S. Aikenhead  Masakata Ogawa 《Cultural Studies of Science Education》2007,2(3):539-620

This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but some inherent difficulties with this discourse are also noted.

Masakata OgawaEmail:

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A Special Editorial: Educational Implications of the Digital Fabrication Revolution     

Lynn Bell  Abbie Brown  Glen Bull  Kate Conly  LaMont Johnson  Anita McAnear  Cleb Maddux  Gary Marks  Ann Thompson  Denise Schmidt  Lynne Schrum  Sharon Smaldino  Michael Spector  and Debra Sprague 《TechTrends》2010,54(5):2-5

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Racial self-categorization in adolescence: multiracial development and social pathways     

Hitlin S  Scott Brown J  Elder GH 《Child development》2006,77(5):1298-1308

Research on multiracial individuals is often cross-sectional, obscuring the fluid nature of multiracial self-categorization across time. Pathways of racial self-identification are developed from a nationally representative sample of adolescents aged 14-18, measured again 5 years later. A significant proportion of multiracial adolescents change racial self-identification across time. Youth who ever report being multiracial are 4 times as likely to switch self-identification as to report consistent multiracial identities. Across this time, more multiracial adolescents either add a racial category (diversify) or subtract one (consolidate) than maintain consistent multiracial self-categorization. Exploratory multinomial analyses show few differences between these pathways on select psychological and social characteristics. Results lend quantitative support to qualitative studies indicating the fluidity of racial self-categorization.  相似文献   

Evaluating learning through a constructivist paradigm     

Glen A. Holmes  Thomas C. Leitzel 《Performance Improvement》1993,32(8):28-30

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Massenspiele. NS-Thingspiel,Arbeiterweihespiel und olympisches Zeremoniell     

Henning Eichberg  Michael Dultz  Glen Gadberry  Günther Rühle  H. Bernett 《Sportwissenschaft》1978,8(1):106-107

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Japanese and Canadian Science Teachers' Views on Science and Culture     

Aikenhead  Glen S.  Otsuji  Hisashi 《Journal of Science Teacher Education》2000,11(4):277-299

Journal of Science Teacher Education -  相似文献