排序方式： 共有58条查询结果，搜索用时 15 毫秒
31.
32.
Reed Deborah K. Cummings Kelli D. Schaper Andrew Lynn Devon Biancarosa Gina 《Reading and writing》2019,32(4):1009-1035
Reading and Writing - Informal reading inventories (IRI) and curriculum-based measures of reading (CBM-R) have continued importance in instructional planning, but raters have exhibited difficulty... 相似文献
33.
Maeghan N. Hennessey Kelli Higley Steven R. Chesnut 《Educational Psychology Review》2012,24(2):187-204
Mathematics teachers face a myriad of instructional obstacles. Since the early 1990s, mathematics education researchers have
proposed the use of constructivist practices to counteract these ever-prevalent obstacles. While we do give credit to the
choices of instructional activities the constructivist paradigm promotes, there are problems with its use as the foundation
of mathematics pedagogy (e.g., Phillips, Educational Researcher 24: 5–12 1995; Simon, Journal for Research in Mathematics Education 26: 114–145 1995). In this paper, we will analyze and review the literature pertaining to the conceptual tenets and operational practices
of constructivism, and the viability of these practices for meeting the professional teaching standards proposed by the National
Council of Teachers of Mathematics (NCTM; 2000). We will then review the literature pertaining to a paradigm of teaching that may be more applicable, that of persuasive
pedagogical practices, and the ways in which these practices can differentially meet the goals of the mathematics standards.
The differences between constructivism and persuasive pedagogy lead us to believe that the adoption of the theory of teaching
as persuasion, or persuasive pedagogy, may be more appropriate for learning mathematics and the identification and correction
of misconceptions. Further, these pedagogical practices correspond with suggestions for mathematical discourse provided by
NCTM (2000). 相似文献
34.
In this study, we used social cognitive career theory (Lent, Brown, & Hackett, 1994) to examine the development of female athletes' career interest in coaching and, specifically, the impact of contextual factors (female coaching role models, working hours, and perceived discrimination) on coaching self-efficacy and outcome expectations. Participants were 205 predominantly White, heterosexual female student athletes. A path analysis indicated that role models and working hours predicted coaching self-efficacy, which predicted coaching outcome expectations. Additionally, coaching self-efficacy, coaching outcome expectations, and contextual factors predicted coaching interest. Practical implications are discussed as well as suggestions for further research in this relatively unexplored area. 相似文献
35.
Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline. 相似文献
36.
As mathematics educators think about teaching that promotes students’ opportunities to learn, attention must be given to the
conceptualization of the professional development of teachers and those who teach teachers. In this article, we generalize
and expand the instructional triangle to consider different interactions in a variety of teacher development contexts. We
have done so by addressing issues of language for models of teachers’ professional development at different levels and by
providing examples of situations in which these models can be applied. Through the expansion of our understanding and use
of the instructional triangle we can further develop the concept of mathematics teacher development. 相似文献
37.
Research in Higher Education - Do administrators in public higher education experience different levels of job satisfaction than their counterparts in the private sector? Drawing upon the... 相似文献
38.
39.
熵值法与战略选择优化 总被引：2，自引：0，他引：2
范群 《湖南师范大学社会科学学报》2008,37(5):112-115
目前战略选择中通常所采用的分析方法存在过于依赖人为给予的指标权重的缺陷,我们引入熵值法应用于战略选择的优化,通过对比得出了具有实际意义的结论。认为熵值法这种客观赋权方法是一种在实际应用中可行的科学方法。 相似文献
40.
Kelli Cargile Cook 《Technical Communication Quarterly》2003,12(1):47-65
This article reports the findings of a national survey of members of the Association of Teachers of Technical Writing (ATTW). The survey focuses on practices of assessing student classroom work and specifically asked technical writing instructors what they assess, how they assess, and what they would like to do to assess their students optimally. In addition to reporting responses to these questions, the article concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels. 相似文献