Rater Cognition Research: Some Possible Directions for the Future     

Carol M. Myford 《Educational Measurement》2012,31(3):48-49

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Vocabulary of the Secondary Modern School Child     

D. G. Burns M.A.  Ph.D. 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2)

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Dismissive Reviews: Academe’s Memory Hole     

Richard P. Phelps 《Academic Questions》2012,25(2):228-241

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Naturally Acquired Mentoring Relationships and Young Adult Outcomes Among Adolescents with Learning Disabilities     

Kym Ahrens  David Lane DuBois  Paula Lozano  Laura P. Richardson 《Learning disabilities research & practice》2010,25(4):207-216

We evaluated whether having a naturally acquired mentor during adolescence was associated with improved adult outcomes among youth with learning disabilities (YLD). Mentored youth were more likely to have graduated from high school, reported a higher level of self‐esteem, and reported a higher overall number of positive outcomes than nonmentored youth. Mentorship by teachers/guidance counselors was associated with larger differences in high school graduation rates and self‐esteem compared to nonmentored youth whereas mentorship by nonteachers was associated with smaller changes in self‐esteem and no differences in high school completion rates. Future research should include more in‐depth, objective assessments of youths’ learning disabilities, consideration of interactions with concurrent risk factors, and efforts to clarify optimal strategies for mentoring support of YLD.  相似文献   

What the Academy Can Learn from TV     

S. T. Karnick 《Academic Questions》2010,23(4):450-457

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National Workshop on ‘Designing and Developing Innovative Science Curriculum and Instructional Material Linking Science Education to Real‐Life Situations’     

P. Riaz 《International Journal of Science Education》2013,35(1):99-101

The development of dynamics concepts is studied longitudinally with two groups, one between ages 12‐14 and the other from 14‐16. Data collected includes performances on APS tasks (for which there is also national data) and performance on Piagetian tasks, with interviews on tasks for selected pupils. Classroom science curriculum data was also obtained. The study can thus discuss the interaction of cognitive development and classroom experience in the development of concepts. This particular paper focuses on the APS tasks.  相似文献   

Protection of the librarian     

M. H. Sable 《International Information and Library Review》2013,45(2):103-123

This article deals with a proposed initiative to train library managers on the African continent. It is argued that such an education initiative will contribute to the socio-economic development of Africa. Issues addressed in the article include the following: the background to and rationale for this initiative, justification for the University of Pretoria to be the degree-issuing institution, the delivery mode, outline of the proposed curriculum and expected outcomes of this initiative.  相似文献   

Access,security, and integrity issues for electronic databases: Commentary on “policy issues for electronic databases and database systems” by Martha E. Williams     

M. M. Mantei 《The Information Society》2013,29(3-4):419-427

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An Advanced Research Seminar in Higher Education     

John P. Bean 《Teaching Education》2013,24(2):87-90

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A NEW LOOK AT PRESERVICE TEACHERS' CONCEPTIONS OF CLASSROOM MANAGEMENT AND ORGANIZATION: UNCOVERING COMPLEXITY AND DISSONANCE     

Douglas Kaufman  David M. Moss 《The Teacher Educator》2013,48(2):118-136

This article examines preservice teachers' conceptions of classroom management and organization in light of their training and beliefs about good teaching. Students in their final year of a 5-year program discussed their definitions and conceptions of classroom management, organization, and rule systems through an open-ended questionnaire. Researchers analyzed responses using a grounded approach. Findings revealed a portrait of student perceptions more complex than those in previous studies, with conceptions often changing according to the nature of the question asked. Respondents exhibited a preoccupation with behavior management previously recognized in other studies; however, findings also revealed underlying conflicts between respondents' theoretical orientations and conceptions of management, a lack of attention to developing student independence, and a conceptual schism between organization and management. Findings suggest a need for teacher educators to clarify the role of management, clarify relationships between organization and management, and help students to bridge specific theory–practice gaps.  相似文献