Designing a distance education model for preparation of teachers of gifted children: an Australian perspective     

Harry J.O. Milne 《Distance Education》1987,8(2):227-250

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Letter to the Editor     

Harry B. Tunis 《Educational Studies in Mathematics》2004,57(1):145-146

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An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches     

Glenda Walsh  Liz Sproule  Carol McGuinness  Karen Trew  Harry Rafferty  Noel Sheehy 《Early Years: An International Journal of Research and Development》2006,26(2):201-221

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group.  相似文献   

Infusing humanistic activities into cognitively oriented curriculum     

Harry Morgan 《Early Childhood Education Journal》1985,13(2):12-15

In our current quest for excellence, we often miss the essential nature of it. It is trendy to use such terms as back-to-basics, gifted education, and excellence to describe a new teaching strategy or innovative educational program. It is also true that many of these programs designed for children are really intended to benefit others.Harry Morgan is Chairman of Early Childhood Education at West Georgia College in Carrollton. He is author ofThe Learning Community (Charles Merrill).  相似文献   

Modular video with children aged 3 to 11     

Ernest Choat  Harry Griffin 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(2):123-130

Previous research by the authors indicated that the videorecorder was not being used effectively in schools with young children. This was partly owing to a lack of suitable video material. Pilot work established that videotapes in a modular form, rather than linear programmes, not only would act as a resource when required by teachers and children but also would encourage more flexible use of video. This would include small group viewing and frequent use of the stop/start, pause, rewind and fast forward controls to encourage interaction. This style is usually nowadays associated with the videodisc although its origin is with the videorecorder. In the quest for technological 'progress', too much emphasis has been put on the videodisc at the expense of the videorecorder. To offset this deficiency, this research and development project, in co-operation with teachers, was established to investigate which material best suits the needs of primary and nursery schools, and to produce a series of modular video tapes.  相似文献   

社会时空中的真理、专业知识与科学     

哈瑞·柯林斯 《科学技术与辩证法》2005,22(4):73-78

一打开科学的匣子如同你有语言功能就会思考什么是科学一样,我是一名社会学家,也会思考什么是社会学。从研究范围的宽窄来看,如果把物理学看成是夸克,化学看成是原子,生物化学看成是大分子,生物学看成是细胞,心理学看成是一个完整的人,那么,社会学就像是一个大容器———社会共同体。很难解释社会共同体,因为你是看不到它的。你可以看见人、生物、你自己,但是,你却看不见社会共同体。这就是为什么社会学很难研究,因为你必须了解那些你没有看到过的某个社会整体。即使如此,你能通过关注周围的事物得到社会共同体的涵义,因为你是社会共同体中…  相似文献   

A comparison of a subject-specific and a general measure of critical thinking     

Robert D. Renaud  Harry G. Murray 《Thinking Skills and Creativity》2008,3(2):85-93

The majority of studies reporting gains in college students’ critical thinking due to instructional process variables measured critical thinking with subject-specific questions rather than general or decontextualized questions. However, it is uncertain whether these gains were attributable to the use of subject-specific questions or to other distinctive aspects of these studies (e.g., methodological). The present study provides a direct, controlled comparison between general and subject-specific test questions in the context of a laboratory-based true experiment assessing the effect of higher order review questions on gains in critical thinking. A stronger effect was found when the tests of critical thinking contained questions that were subject-specific (e.g., introductory psychology) rather than questions that focused on general topics.  相似文献   

Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS)     

McDonald  Christine V.  Klieve  Helen  Kanasa  Harry 《Research in Science Education》2021,51(5):1325-1348

Research in Science Education - Primary teachers’ attitudes have been shown to strongly influence both their intention to teach science, and ultimately student engagement and learning...  相似文献   

Evaluating intrinsic goals     

Harry F. Silberman 《Studies in Educational Evaluation》1984,10(1):27-38

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Academic Background and the Ability to Teach the New Culture Syllabus in New South Wales Schools     

Harry Thompson  Christine E. Deer 《Asia-Pacific Journal of Teacher Education》1990,18(2):127-132

Recent research (Shulman, 1985; Gudmunsdottir et al., 1985) suggests that there is a close link between the academic background of teachers and the way in which they plan and teach the subject. In this study, researchers involved in the education of students preparing to teach the new Society and Culture syllabus developed detailed intellectual biographies of each student and looked for links between these biographies and the students’ planning and teaching styles.  相似文献