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Ryan Max Steinberg  Richard Zwies  Charles Yates  Christopher Stave  Yannick Pouliot  Heidi A Heilemann 《Journal of the Medical Library Association》2010,98(2):171-175

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Building a framework for determining the authenticity of instructional tasks within teacher education programs     

Heidi L. Iverson  Mark A LewisRobert M. Talbot III 《Teaching and Teacher Education》2008

We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity framework around five criteria: the instructional task (1) is routinely performed by teachers, (2) involves students in a classroom, (3) promotes knowledge of practice, (4) involves self-reflection, and (5) serves formative purposes. We then discuss potential applications of our framework for the individual teacher educator and for program evaluation.  相似文献   

Factor structure of child behavior scale scores in peruvian preschoolers     

Erin L. Meyer  Barbara A. Schaefer  Cesar Merino Soto  Crystal S. Simmons  Rebecca Anguiano  Jeremy Brett  Alea Holman  Justin F. Martin  Heidi K. Hata  Kimberly J. Roberts  Zena R. Mello  Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.  相似文献   

Self‐regulation strategies improve self‐discipline in adolescents: benefits of mental contrasting and implementation intentions     

Angela Lee Duckworth  Heidi Grant  Benjamin Loew  Gabriele Oettingen  Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26

Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit.  相似文献   

Screening everyday health information literacy among four populations     

Noora Hirvonen  Heidi Enwald  Anne‐Kathrin Mayer  Raija Korpelainen  Riitta Pyky  Tuire Salonurmi  Markku J. Savolainen  Cathrine Nengomasha  Ruth Abankwah  Wilhelm Uutoni  Raimo Niemel  Maija‐Leena Huotari 《Health information and libraries journal》2020,37(3):192-203

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WHAT PISA TELLS US ABOUT THE QUALITY AND INEQUALITY OF JAPANESE EDUCATION IN MATHEMATICS AND SCIENCE     

Heidi Knipprath 《International Journal of Science and Mathematics Education》2010,8(3):389-408

Researchers, policy officials, and the wider public in Japan and abroad often hold different views about the quality of Japanese education. Whereas Western researchers are attracted by the academic performance of Japanese students in international assessment studies, Japanese university professors launched a public debate in 1999 about declining achievement. Both advocates and detractors, however, assume that students perform equally well or bad, teachers do not differ in their methods, and students are treated similarly across schools. This study explored the validity of the mutually opposing views about the quality of Japanese education and addressed the issue of unequal educational opportunities, which has not been investigated based on representative, large-scale datasets. According to the Programme for International Student Assessment (PISA) studies, Japanese students performed well but a decline is visible between 2003 and 2006 for mathematics. The PISA studies also indicate that an achievement gap exists in Japan and that tracking leads to differential school experiences.  相似文献   

Building effective places for multicultural learning     

Jeanne L. Higbee  Heidi Lasley Barajas 《About Campus》2007,12(3):16-22

Architects who use universal design create accessible spaces for diverse users. Jeanne Higbee and Heidi Barajas describe how that model can be adapted to the design of effective learning environments for a wide range of students.  相似文献   

Mapping the Maze of Feminist Philosophy of Science     

Heidi E. Grasswick 《Metascience》2008,17(2):231-235

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Multilingualism and Education for Democracy     

Heidi Biseth 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,55(1):5-20

This essay attempts to show the importance of linguistic issues in education for democracy and the close relationship between democracy and multilingualism. Increasingly nation-states are having to adapt to linguistic diversity within their borders and to recognize that democracy requires the participation of all citizens, including those belonging to linguistic minorities. Democracy also requires that all linguistic groups share a sense of community. The author argues the need for educational policies that address these challenges.  相似文献   

Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing     

Heidi Wiebke  Meredith Park Rogers 《Studying Teacher Education》2014,10(3):222-238

This self-study investigated the tensions that I (Heidi) encountered when teaching elementary preservice teachers how to develop a coherent sequence of five science lessons. Four lesson planning components guided me in developing a series of lessons to support the preservice teachers with this exercise. Employing self-study methodology, data sources included preservice teachers' artifacts, an audio-recording of the preservice teachers discussing the planning of their lesson sequence, and two reflection journals, one kept personally and one kept collaboratively with my co-author and critical friend (Meredith). Findings indicate that a tension of telling and growth developed gradually during the three weeks of teaching. The collaborative journal revealed that this tension was promoted by two other tensions: confidence and uncertainty, and planning and being responsive. Implications regarding the need for explicit teacher educator coursework and reflective practice opportunities are discussed as potential avenues for Ph.D. programs to consider to lessen the tensions that doctoral students may experience during their transition into the role of teacher educator.  相似文献