Teaching Perspectives for Prospective Educators     

Jerry H. Robbins 《The Educational forum》2013,77(3)

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III. NIH TOOLBOX COGNITION BATTERY (CB): MEASURING EPISODIC MEMORY     

Patricia J. Bauer  Sureyya S. Dikmen  Robert K. Heaton  Dan Mungas  Jerry Slotkin  Jennifer L. Beaumont 《Monographs of the Society for Research in Child Development》2013,78(4):34-48

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IV. NIH TOOLBOX COGNITION BATTERY (CB): MEASURING LANGUAGE (VOCABULARY COMPREHENSION AND READING DECODING)     

Richard C. Gershon  Jerry Slotkin  Jennifer J. Manly  David L. Blitz  Jennifer L. Beaumont  Deborah Schnipke  Kathleen Wallner‐Allen  Roberta Michnick Golinkoff  Jean Berko Gleason  Kathy Hirsh‐Pasek  Marilyn Jager Adams  Sandra Weintraub 《Monographs of the Society for Research in Child Development》2013,78(4):49-69

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Changing attitudes and emotions toward coyotes with experiential education     

Carly C. Sponarski  Jerry J. Vaske  Alistair J. Bath  TA Loeffler 《The Journal of environmental education》2013,44(4):296-306

ABSTRACT

An experiential education program was designed to target risk perceptions and preventative measures that make people feel comfortable in human-coyote interactions. The research was conducted in a Canadian national park where a coyote caused a human fatality in 2009. Based on previous research, we explored the effects of an experience-based coyote education program on people's (a) attitudes toward, (b) fear of, (c) likelihood of, and (d) control over coming into contact with coyotes. A pre-post-test experiment (n = 150; 96% completion rate) was conducted. The experiential education approach to wildlife safety and coexistence communication had a significant positive effect on people's attitudes, significantly decreased their sense of fear toward coyotes, significantly decreased their sense of likelihood, and increased their sense of control in human-coyote interactions.  相似文献   

Construction,administration and validation of a written and oral language assessment in an undergraduate teacher education programme     

Jerry Wilde  Kathleen Kreamelmeyer  Brenda Buckner 《Assessment & Evaluation in Higher Education》2009,34(5):595-602

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Nanoparticle image velocimetry at topologically structured surfaces     

Gea O. F. Parikesit  Jeffrey S. Guasto  Salvatore Girardo  Elisa Mele  Ripalta Stabile  Dario Pisignano  Ralph Lindken    Jerry Westerweel 《Biomicrofluidics》2009,3(4)

Nanoparticle image velocimetry (nano-PIV), based on total internal reflection fluorescent microscopy, is very useful to investigate fluid flows within ∼100 nm from a surface; but so far it has only been applied to flow over smooth surfaces. Here we show that it can also be applied to flow over a topologically structured surface, provided that the surface structures can be carefully configured not to disrupt the evanescent-wave illumination. We apply nano-PIV to quantify the flow velocity distribution over a polydimethylsiloxane surface, with a periodic gratinglike structure (with 215 nm height and 2 μm period) fabricated using our customized multilevel lithography method. The measured tracer displacement data are in good agreement with the computed theoretical values. These results demonstrate new possibilities to study the interactions between fluid flow and topologically structured surfaces.  相似文献   

Organizational change: Motivation,communication, and leadership effectiveness     

Ann Gilley  Jerry W. Gilley  Heather S. McMillan 《Performance Improvement Quarterly》2009,21(4):75-94

Research indicates that numerous variables have an impact on a leader's effectiveness. This study explores the behaviors associated with leadership effectiveness in driving change. The findings confirm previous research that identifies change effectiveness skills, while isolating the specific leader behaviors deemed most valuable to implementing change: motivation and communication.  相似文献   

Fixing employee weaknesses. Addressing the myth     

Jerry W. Gilley 《Performance Improvement》2001,40(6):24-29

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Comparison of Hualapai school children to national norms on measures of receptive vocabulary and verbal ability     

James N. Wolfe  Neil H. Schwartz  Jerry D. Petersen 《Psychology in the schools》1996,33(3):245-250

Performance differences on receptive vocabulary and general verbal reasoning ability of Hualapai Indians as compared to national norms were investigated. The Peabody Picture Vocabulary Test Revised and the Verbal portion of the Cognitive Abilities Test, Form 4 were administered to 206 Hualapai Indian children ranging in age from 5 years, 3 months to 15 years, 7 months. Their performance was compared at each grade level to the national norms for these measures. Results indicated that Hualapai children score significantly lower on both measures of verbal ability when compared to national samples. Results provide a long-needed archival record of the English language proficiency of the Hualapai, and support the notion of homogeneity of English language facility across American Indian tribes. Contributing factors to Hualapai and other Native American populations' weaker performance on measures of verbal ability are discussed.  相似文献   

The accreditation plus model     

Jerry B. Ayers  William J. Gephart  Paul A. Clark 《Journal of Personnel Evaluation in Education》1988,1(4):335-343

Summary Evaluation of teacher education became a major thrust of a Center for Excellence in teacher education when the Tennessee Higher Education Commission (THEC) established the project in 1986. A major accomplishment in the project was realized when the Accreditation Plus Model was amalgamated for the project's evaluation approach. A-Plus! Thorough study of existing evaluation approaches were convincing. No one approach seemed capable of doing the task. At the same time it seems ludicrous to create a new evaluation approach to add to the existing 40 or so models.As an evaluation form, Accrediatation Plus has a long history. It goes back to 1895 when staff members of the University of Michigan tried to determine the quality of secondary schools to decide whose graduates ought to be readily admitted into the University of Michigan. At the start (in the late 1890s), accreditation focused on program evaluation. The evaluation need in the work of the Center for Teacher Education Evaluation was the same—the quality assessment of education programs.The idea of eclecticism moves in the same general direction. By recognition that accreditation is not the be all and end all in evaluating teacher education programs, the Center keeps open the use of any/all the existing models in an application of the Accreditation Plus Model. Eclecticism means selecting what appears to be the best in various doctrines, methods, or styles. It also means being composed of elements drawn from the various sources. In selecting A-Plus as the evaluation approach for the project, we capitalize on a long and effective history supplemented by the best of the current crop.Figure 1 represents the evaluation of teacher education using the accreditation approach. It describes the model's components and in some places, the relationships of those elements. The Center's staff is working to detail further the elements of the accreditation approach to evaluation. Questions and comments are welcomed as we move further with this work.now on Sabbatical  相似文献