Play equipment brings the outdoors inside     

Harriet Hartman 《Early Childhood Education Journal》1985,13(1):38-39

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On the process and product of accountability     

Harriet Talmage  Allan C. Ornstein 《Peabody Journal of Education》2013,88(1):65-75

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Patterns of evaluation in science: Institutionalisation,structure and functions of the referee system     

Harriet Zuckerman  Robert K. Merton 《Minerva》1971,9(1):66-100

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School support and teacher motivation to implement project-based learning     

Shui-fong Lam  Rebecca Wing-yi Cheng  Harriet C. Choy 《Learning and Instruction》2010,20(6):487-497

The present study investigated how school support was related to teachers' motivation and willingness to persist in project-based learning. The participants were 182 Hong Kong teachers who completed a questionnaire about their school's support and their motivation to implement project-based learning. The results of structural equation modeling indicated that when teachers perceived their schools as being stronger in collegiality and more supportive of teacher competence and autonomy, they had higher motivation in project-based learning and stronger willingness to persist in this educational innovation. Perceived school support predicted teachers' attitude for future persistence both directly and indirectly through its influence on teacher motivation. The results suggest that social-contextual factors are important for teacher motivation in the implementation of educational innovations.  相似文献   

The Joy of Cataloging Community Cookbooks     

Harriet E. Wintermute 《Cataloging & classification quarterly》2017,55(4):197-228

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University of North Carolina at Charlotte: Using the EIA Application as a Catalyst for Intentional Improvement     

Christine Robinson  Cathy Sanders  Harriet Hobbs  Elise Demeter  Karen Singer‐Freeman 《Assessment Update》2019,31(1):1-16

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Developing generic skills through university study: a study of arts, science and engineering in Australia     

Paul B. T. Badcock  Philippa E. Pattison  Kerri-Lee Harris 《Higher Education》2010,60(4):441-458

This study examined relationships between important aspects of a university education and the assessment and development of generic skills. A sample of 323 students enrolled in single or double arts, engineering and/or science degrees from a research-intensive university in Australia were administered the Graduate Skills Assessment to measure four generic skills—critical thinking, interpersonal understandings, problem solving and written communication. As expected, students’ grade point average was generally found to be significantly related to scores for all four skill scales both within each discipline area and across the total sample. Reporting of academic achievement through the GPA therefore provides some measure of students’ generic skill levels. However, since relationships were modest, GPA should be considered an imperfect indicator of levels of generic skills attainment. In addition, we found only limited evidence that students’ skill levels increased with progression through their studies, with study length being consistently related only to Problem Solving. Finally, our analyses revealed significant, interdisciplinary variations in students’ skill scores. Results are discussed with respect to theoretical, practical and methodological implications.  相似文献   

Globalisation and Pedagogy: Space, Place and Identity (Second Edition) - By Richard Edwards and Robin Usher     

Harriet  Marshall 《British Journal of Educational Studies》2008,56(4):490-492

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Choking under pressure: When an additional positive stereotype affects performance for domain identified male mathematics students     

Harriet E. S. Rosenthal  Richard J. Crisp 《European Journal of Psychology of Education - EJPE》2007,22(3):317-326

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A Field-Based Testing Protocol for Assessing Gross Motor Skills in Preschool Children: The CHAMPS Motor Skills Protocol (CMSP)     

Williams HG  Pfeiffer KA  Dowda M  Jeter C  Jones S  Pate RR 《Measurement in physical education and exercise science》2009,13(3):151-165

The purpose of the study was to develop a valid and reliable tool for use in assessing motor skills in preschool children in field based settings. The development of the CHAMPS (Children's Activity and Movement in Preschool Study) Motor Skills Protocol (CMSP) included evidence of its reliability and validity for use in field-based environments as part of large epidemiological studies. Following pilot work, 297 children (3-5 years old) from 22 preschools were tested using the final version of the CMSP and the TGMD-2. Reliability of the CMSP and interobserver reliability were determined using intraclass correlation procedures (ICC; ANOVA). Concurrent validity was assessed using Pearson correlation coefficients to compare the CMSP to the original Test of Gross Motor Development (2(nd) Edition) (TGMD-2). Results indicated that test reliability, interobserver reliability and validity coefficients were all high, generally above R/r = 0.90. Significant age differences were found. Outcomes indicate that the CMSP is an appropriate tool for assessing motor development of 3-, 4-, and 5-year-old children in field-based settings that are consistent with large-scale trials.  相似文献