Faculty dynamation: Guided empowerment     

Weaver  Richard L.  Mullins  Darrell G.  Cotrell  Howard W.  Michel  Thomas A. 《Innovative Higher Education》1990,14(2):93-105

Dynamation is the integrative process whereby the sum total of all learning, knowledge, experiences, and feelings are brought to bear on productive, creative action and problem solving. In this paper, we describe some of the benefits of dynamation, outline a general approach to it-including the importance of friendship (the core of the empowerment process)- and explain several key incentives that will encourage faculty, through dynamation, to engage in growth activities. Throughout the article we discuss ten techniques developers can use. Our focus is on informal facilitator-enhanced (guided) empowerment. That is, we look at growth that is likely to result when developers work with faculty with the goal of growth, change, and development.Richard L. Weaver II is a professor in the Department of Interpersonal and Public Communication at Bowling Green State University. Darrell Mullins is an assistant professor in the Communication Department at the University of Wisconsin at Whitewater. Howard W. Cotrell is an associate professor in the Instructional Media Center at Bowling Green State University. Thomas A. Michel is an assistant professor in the Graduate School of Business at Fordham University, Bronx, New York.  相似文献   

The effect of an extended teacher wait-time on science achievement     

Kenneth G. Tobin 《科学教学研究杂志》1980,17(5):469-475

  相似文献   

Primary Grades Teachers’ Instructional Decisions During Online Mathematics Professional Development Activities     

Drew Polly  Christie S. Martin  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2016,44(3):275-287

  相似文献   

Methods and technologies for learning     

John G Hedberg   《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):307-307

  相似文献   

Single-subject research methodology: an underutilized tool in the field of deafness     

M Bullis  G Anderson 《American annals of the deaf》1986,131(5):344-348

  相似文献   

Preparation of Australian Primary Teachers in the Teaching of Reading     

A. Morris  R. G. Cope 《Asia-Pacific Journal of Teacher Education》1978,6(1):69-73

  相似文献   

100g以下卷筒纸连续性涂胶的工艺研究     

张志坚 《平原大学学报》2004,21(5):51-53

根据100g以下卷筒纸的特性，利用凹版印刷机连续快速印刷的特点，其又具有网线凹版上胶均匀的优点．在凹版印刷机上进行卷筒纸连续印胶的实践，不失为一种最优化的设计。本详述了利用改进的凹版印刷机对其进行涂覆热溶胶的一种新方法并讨论了工艺影响因素。  相似文献   

Development of gender constancy and selective attention to same-sex models.   总被引：3，自引：0，他引：3  

R G Slaby  K S Frey 《Child development》1975,46(4):849-856

4 developmental levels of gender constancy were identified in 55 preschool-age children on the basis of a reproducible Guttman scale of answers to sets of questions pertaining to gender identity, gender stability over time, and gender consistency across situations. Children's developmental level of gender constancy was predictive of the amount and the proportion of time they attended to an adult male and an adult female film model. As boys developed gender constancy, their relative preference for watching the male model increased significantly; as girls developed gender constancy, their relative preference for watching the female model increased, though not significantly. At the more advanced levels of gender constancy, boys watched the male model more than did girls. It was suggested that same-sex social learning may develop as a function of children's cognitive understanding of gender as an identifiable, stable and consistent human attribute.  相似文献   

Nonlongitudinal Estimation of Growth Curve Parameters: The Cohort Growth Model     

Kevin A. Fischer  Andreas G. Klein  Jost Reinecke 《Structural equation modeling》2019,26(3):402-417

The cohort growth model (CGM) is a method for estimating the parameters of a latent growth model (LGM) based on cross-sectional data. The CGM models the interindividual differences in the growth rate, and it models how subjects’ growth rate is related to their initial status. We derive model identification for the CGM and illustrate, in a simulation study, that the CGM provides unbiased parameter estimates in most simulation conditions. Based on empirical data we compare the estimates of the CGM with the estimates of the LGM. The results were comparable for both models. Although the estimates of the (co)-variances were different, the estimates of both models led to similar conclusions on the developmental change. Finally, we discuss the advantages and limitations of the CGM, and we provide recommendations for its use in empirical research.  相似文献   

Support Programmes for Probationary Teachers     

G. H. Finlayson 《Asia-Pacific Journal of Teacher Education》1976,4(2):151-154

  相似文献