An analysis of Barbara Jordan's 1976 keynote address     

Jerry K. Frye  Franklin B. Krohn 《Journal of Applied Communication Research》2013,41(2):73-82

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Preservice Teachers' School Stories and How They Matter     

Miriam Hirsch 《The Teacher Educator》2013,48(2):144-167

Abstract

In order to address national standards for educational technology, science teaching and science teacher preparation (including diversity standards), preservice teachers instruct children from around the world via the Internet in the MOON (More Observations of Nature) Project. First, children in the fourth to eighth grade and preservice teachers independently observe the moon for 10 weeks. Then for 6 weeks in Blackboard CourseInfo, discussion groups composed of one preservice teacher plus 8–10 children report observations and seek patterns in their data. This article describes how the MOON Project has been carried out for five semesters and how modifications have been made in response to each semester's experience.  相似文献   

When the black box springs open: practical work in schools and the nature of science     

Mick Nott  Jerry Wellington 《International Journal of Science Education》2013,35(7):807-818

The aim of this paper is not to bury practical work in school science but to (once again) reconsider it. We draw on three main areas of discussion: accounts of science and ‘school science work'; teachers and others’ views of the nature of science; and our own data on teachers’ reactions to ‘critical incidents’ and practicals which go wrong. We use this as a basis for re‐thinking the role of practicals. An account of practical work is suggested which has as its main feature diversity rather than a single model or template. Within this diversity we believe that teachers should be open and honest with pupils about which type of practical work they are doing and why. We advocate that students should be made aware of the different kinds of practical work they do and the purposes of this practical work. In short, teachers should explain to students what type of practical work they are doing and why. Our second message is that teachers’ views about the nature of science both inform and are informed by their classroom practices and experiences‐‐especially during lab‐work. To encourage, promote and support critical reflection of these classroom practices and experiences is therefore a vital part of teacher professional development; this in time will promote science curriculum development.  相似文献   

Collaborative knowledge-making in the everyday practice of youth suicide prevention education     

Jennifer White  Jonathan Morris  Jerry Hinbest 《International journal of qualitative studies in education》2013,26(3):339-355

The development and implementation of a new school‐based suicide prevention education programme in one secondary school in Vancouver, British Columbia, recently provided us with an opportunity to conduct an in‐depth, qualitative case study. The purpose of our study was to deepen our understanding of how school‐based suicide prevention education programmes like this one get planned and enacted in particular, local settings. We argue that the narrow range of methodologies that have traditionally been deployed to study school‐based youth suicide prevention education programmes have hindered our ability to see the complexities and potentialities of this work. Through the presentation of a sub‐set of findings, we aim to show the possibilities for fresh thinking and contextualized understandings that a qualitative case study, informed by a constructionist methodology, invites.  相似文献   

Thinking with theory in qualitative research: viewing data across multiple perspectives     

Jerry Lee Rosiek 《International journal of qualitative studies in education》2013,26(7):946-949

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Motor Behavior: From Telegraph Keys and Twins to Linear Slides and Stepping     

Jerry R. Thomas 《Quest (Human Kinetics)》2013,65(1):112-127

Motor behavior is a significant area of scholarship with 64 Fellows from the American Academy of Kinesiology and Physical Education engaged in that work since 1930. This paper provides a brief overview of the history of research in motor development and motor control/learning, particularly noting the contributions to scholarship of Academy Fellows. Specifi cally, Academy Fellows who are frequently cited are highlighted as are the highly cited papers. In addition, significant books authored and edited by Academy Fellows from motor behavior are listed.  相似文献   

The Influence of Advertising on Attendance at Park Programs     

Dr. Jerry H. Reyburn  Dr. Douglas M. Knudson 《The Journal of environmental education》2013,44(2):59-64

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Academic advisement: An untapped resource     

Jerry R. Wilder 《Peabody Journal of Education》2013,88(4):188-192

A Comparative Study of the Secondary Eduaation of Girls in England, Germany, and the United States. By Yoshi Kasuya. 1933. New York: Teachers College, Columbia University. Pp. x + 211.

Secondary Education. By Thomas H. Briggs. New York: The Macmillan Company, 1933. Pp. x + 577.

Leadership Among High School Pupils. By Marion Brown. New York: Bureau of Publications, Columbia University, 1933. Pp. viii + 166.

Administration of Enrichment to Superior Children in the Typical Classroom. By J. Edgar Dransfield. 1933. New York: Teachers College, Columbia University. Pp. v + 107.

Bible Readings in Character and Citizenship. Compiled by A. L. Morgan. Cokesbury Press.

The Romance Research. By L. V. Redman and A. V. H. Mory. Baltimore: The Williams and Wilkins Company, 1933. Pp. x + 149.

History of the State Teachers College, Radford, Virginia, 1910–1930. By M'Ledge Moffett. Radford, 1932. Pp. xii + 143 + 142A.

My Second Writing Book. By Jennie Wahlert and A. O. Leutheusser. Chicago: Laurel Book Company, 1933. Pp. 64. Nice arrangement. Interesting in formation. Varied content. M. R.

Problems of Education in the United States. By C H. Judd. McGraw‐Hill, 1933. Pp. 214.

The Psychology of Study. By C. A. Mace. R. M. McBride and Company. Pp. 96.

Physiology of Muscular Activity. By E. C. Schneider. W. B. Saunders Company, 1933. Pp. 401.

Basic Units in Mechanical Drawing—Book I. By Hoelscher and Mays. John Wiley and Sons, 1933. Pp. 288.

The Junior Outline of History. By I. O. Evans. D. Appleton and Company, 1933. Pp. 295.

An Introduction to Conrad. By F. W. Cushwa. Doubleday Doran, 1933. Pp. 436.

The Influence of Familiarity Upon Children's Preferences for Pictures and Poems. By James E. Mendenhall and Marcia E. Mendenhaia. 1933. New York: Lincoln School, Columbia University. Pp. x + 75.

The Library in the School. By Lucile Fargo. American Library Association, 1933. Pp. 479.

Then and Now in Dixie. By Rose Mortemer Elizey Macdonald. New York: Ginn and Company, 1933. Pp. vii + 293.

The Dilemma of Democracy. I. L. Kandel. Harvard University Press, 1934. Pp. 79.

Do College Students Choose Vocations Wisely? Edward Sparling. Teachers College Bureau of Publications, 1933. Pp. 110.

Student Aid in the Secondary Schools of the United States. By Verna A. Carley. New York: Columbia University, 1933. Pp. vii + 118.

Responsibility for Rural‐School Administration. By Frank W. Cyr. New York: Teachers College, Columbia University. Pp. vi + 158.

Annual and Semi‐Annual Promotion. By J. Armour Lindsay, 1933. New York: Teachers College, Columbia University. Pp. vii + 170.

The Technique and Administration of Teaching. By Noble Lee Garrison. Cincinnati: American Book Co., 1933. Pp. xiv + 593.

Little Carolina Blue Bonnet. By Mabel Pugh. New York: Thomas Y. Crowell Company, 1933. Pp. 171. Little girls from eight to twelve will enjoy this simple, charming story. It will be of

Practical Exercises in News Writing. By Douglass Wood Miller. New York: D. C Heath and Company, 1933. Pp. 131.

Heath Readings in the Literature of Europe. By Tom Peete Cross and Clark H. Slover. New York: D. C. Heath and Company, 1933. Pp. xv + 1194.

The Founding of Maryland. By Matthew Page Andrews. New York: D. Appleton‐Century Company, 1933. Pp. xii + 367.

The Case Method Technique in Professional Training. By D. Henryetta Sperle. New York: Teachers College, Columbia University, 1933. Pp. vi + 92.

Adult Education and The Social Scene. By Ruth Kotinsky. New York: D. Appleton‐Century Company, 1933. Pp. xxi + 208.

Skyscraper. By Elsa H. Naumburg, Clara Lambert, Lucy Sprague Mitchell. New York: The John Day Company, 1933. Pp. 80.

The Community and Society. By Loran D. Osborn and Martin H. Neumeyer. Cincinnati: American Book Company, 1933. Pp. x + 468.  相似文献   

Renewal of Educational Systems Through Organizational Strategies     

Jerry Perlmutter  George E. Monroe 《Clearing house (Menasha, Wis.)》2013,86(3):125-129

In this article, the author examines the role that teachers play in the moral development of American students. Historically, one of public education's purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike a balance between achieving quantifiable academic standards and assisting with students' character development.  相似文献   

Political aspects of innovation     

Jerry Courvisanos 《Research Policy》2009,38(7):1117-1124

“Political aspects” that enhance, but also undermine, the positive transformational power of public innovation policies are examined. As such, this paper follows Micha? Kalecki in his 1943 paper that identifies the “political aspects” which enhance and undermine the positive transformational power of Keynesian full employment policies. Similarly, this paper provides a policy framework that identifies what government and business support as innovation policies. The role of innovation stems from Schumpeter's long-run perspective, but incorporates the more dynamic cyclical short-term and trend perspectives of Kalecki. This paper critiques the strategy of public innovation policy in general and derives policy implications.  相似文献