Archival Arrangement and Description     

Maggie Shapley 《档案与原稿》2013,41(3):216-217

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Happy Birthday(生日快乐)     

Maggie 《初中生》2001,(25)

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Measuring Thinking Skills Through Classroom Assessment     

Richard J. Stiggins  Maggie Miller Griswold  Karen Reed Wikelund 《Journal of Educational Measurement》1989,26(3):233-246

The classroom assessment procedures o f 36 teachers in grades 2 to 12 were studied in depth to determine the extent to which they measure students" higher order thinking skills in mathematics, science, social studies, and language arts. A wide variety o f assessment documents were analyzed, teachers were observed asking oral questions in their classrooms, and each teacher was interviewed. The results revealed that paper-and-pencil assessment documents were dominated by recall questions across all grade levels. However, inference was assessed also, especially in mathematics. Oral questions tended to tap recall too, with analysis and inference reflected to some extent. Across grades, subjects, and forms o f assessment, comparison and evaluation questions were rare. Although these teachers had been trained to teach thinking skills to some extent, they were less often trained to assess such skills. Those who were trained tended to ask a higher proportion o f thinking skills questions than those who were not. The training implications o f the results are discussed.  相似文献   

PRACTICING ASSESSMENT IN THE CLASSROOM: THE LOUISIANA STATE UNIVERSITY ASSESSMENT PROJECT     

Teresa K. Buchanan  Tanisha Allison  Kelly Coreil  Maggie Coyle 《Journal of Early Childhood Teacher Education》2013,34(2):135-139

Abstract

Drawing from an array of theoretical and experiential sources ranging from policy studies to ethnographies, this essay frames a number of public policy issues related to children, families, and early childhood education. These issues provide a brief genealogy of multiple contexts in which early childhood teacher education operates in the United States. Issues addressed include: welfare reform, “No Child Left Behind” legislation, the crimi‐nalization of children, language policies, and recently proposed changes in Head Start. The author draws from her teaching, research, and community organizing experiences to recommend ways to strengthen public policy awareness and advocacy engagement in the field of early childhood teacher education.  相似文献   

Carnival in the Curriculum     

Steve Herne  Celia Burgess‐Macey  Maggie Rogers 《The International Journal of Art & Design Education》2008,27(3):264-278

This article focuses on a carnival in the curriculum project designed to revitalise the arts in the experience of students in Higher Education preparing to become primary school teachers. It argues the relevance of a combined arts or trans‐disciplinary artform in the remit of a visual arts education journal and explores carnival as a complex, inclusive, multifaceted and multidimensional cultural practice with deep historical and social roots. It locates carnival within theory and the debate about the arts in schools in the UK from the early 1980s. Drawing on the analysis of interviews with students and teachers in carnival project schools, issues and themes such as student involvement, creativity, artists in schools, and cross‐curricular learning are explored, concluding that carnival in the curriculum provides an opportunity for agency within the regulated official curriculum.  相似文献   

Editorial introduction: BJET special issue on best practice or situated action: the organization of technology enhanced learning     

Maggie McPherson  Andrew Whitworth 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(3):411-421

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Malcolm Fraser: Guide to Archives of Australia’s Prime Ministers     

Maggie Shapley 《档案与原稿》2014,42(1):105-107

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