Envisioning the Future: the challenge for environmental educators     

David Hicks 《Environmental Education Research》1996,2(1):101-108

One of the main concerns of environmental education is the need to create a more ecologically sustainable future, yet environmental educators often lack the expertise needed to explore alternative futures in this way. However, there is much of value that can be learnt from futures studies and from the work of futurists. In particular futures studies is interested in how people view the future and ways of cultivating clearer images of preferred futures. One established strategy for this is the futures workshop and examples are given of work by Robert Jungk, Warren Ziegler and Elise Boulding in this field. It is suggested that a valuable cross‐fertilisation of ideas could thus occur between environmental educators and such futurists.  相似文献   

Learning via mnemonic pictures: Analysis of the presidential process     

Joel R. Levin  Beverly J. Dretzke  Christine B. McCormick  Thomas E. Scruggs  Julia E. McGivern  Margo A. Mastropieri Ph.D. in special education 《Educational technology research and development : ETR & D》1983,31(3):161-173

In three experiments, junior high school students learned the numerical order of 14 U.S. presidents according to either a complex mnemonic strategy or their own techniques. Reliable performancepattern differences between the two groups were detected, both in the presence and absence of overall level-of-recall differences. Chief among the pattern differences were the classic serial-position profiles produced by control subjects, but not by those using mnemonic strategies, and the slower response times (suggesting a more complex retrieval process) of subjects using mnemonic strategies.  相似文献   

Intratrial proactive interference in rats’ serial alternation performance in the radial maze     

J. S. Cohen  C. Sturdy  M. Hicks 《Learning & behavior》1996,24(3):300-309

Rats acquired a serial alternation task in an eight-arm radial maze that was partitioned into four pairs of arms. Each pair was associated with a different distal stimulus. Rats were initially forced to the left or right arm in each pair (the study segment) before being exposed to both arms in each pair (the free-choice or test segment). Only the previously blocked arm of each pair remained baited. Following initial training, proactive interference (PI) was induced by presenting rats with a forced-choice (prestudy) segment containing arm positions opposite those in the subsequent study segment. Such trials generated poorer free-choice accuracy than did trials without a prestudy segment. Forcing rats to both arms in the pair in a prestudy segment produced only transient PI. A slight improvement in rats’ free-choice performance was obtained by forcing them to the same arm position, but only when the test segment was delayed by 30 min. Increasing the interval between the prestudy and study segments from 2 to 30 min eliminated PI, but only when free-choice testing was delayed by 2 min rather than by 30 min. These results suggest that intratrial PI in this preparation was primarily due to confusion about which arm position in each pair had been visited during the last forced-choice segment.  相似文献   

Developing the methodological toolbox for information literacy research: Grounded theory and visual research methods     

Alison Hicks 《Library & information science research》2018,40(3-4):194-200

The growing complexity of information environments calls for a reconsideration of the ways in which grounded theory method is employed within library and information science (LIS). This methodological discussion explores the synergies between grounded theory, information literacy and visual research to establish a research agenda for the extension of grounded theory method within LIS. The discussion draws upon recent theoretical and methodological advances to outline the challenges and opportunities of the proposed shift in focus for the development of a LIS researchers methodological toolbox. The ongoing exploration of grounded theory method is vital for the creation of richer and more complex theorising about the ways in which people engage with information within evolving settings and spaces.  相似文献   

Personalizing Research: Special Educators’ Awareness of Evidence-Based Practice     

Mary Guckert  Margo A. Mastropieri  Thomas E. Scruggs 《Exceptionality》2016,24(2):63-78

Although evidence-based practices are considered critical to student success, a research-to-practice gap exists. This qualitative study examined practicing special education teachers’ perceptions of their use of evidence-based practices. Special education teachers were interviewed and their classroom practices examined. Major themes emerged and findings revealed that (a) teachers believe they are using evidence-based practices, (b) teachers’ awareness of research varies, and (c) teachers’ personalization of research varies by awareness level. Awareness levels of credible evidence-based practices ranged from Aware, Partially Aware, and Unaware. Sources of evidence varied greatly from university coursework, research articles, co-workers’ ideas, and self-generated ideas. Personalization of evidence-based practices consisted of teachers adapting and modifying practices to meet their own needs, rather than relying on fidelity of treatment measures. Implications for the special education classroom are discussed.  相似文献   

Curriculum Enhancements in Inclusive Secondary Social Studies Classrooms     

Lisa Marshak  Margo A. Mastropieri  Thomas E. Scruggs 《Exceptionality》2013,21(2):61-74

This investigation compared the use of traditional instruction with that of classwide peer tutoring using materials containing embedded mnemonic strategies to provide strategic information and supplemental practice of important content. Eight inclusive seventh grade social studies classes with 186 students, of whom 42 were classified with mild disabilities, were randomly assigned to treatment and traditional conditions, delivered over 10 weeks of instruction. All students were given a pretest, three unit tests, and a posttest. Overall findings revealed that experimental condition classes statistically outperformed comparison condition classes on content learned; this was true for target content (taught directly in the experimental condition) as well as nontarget content (related information not included in the experimental condition). Implications for inclusive content area instruction are provided.  相似文献   

Bulgaria: Language Training with Purpose     

Margo R. Kaufman 《College Teaching》2013,61(4)

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The Development of Metacognition in Primary School Learning Environments     

Bernadet de Jager  Margo Jansen  Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196

Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures.  相似文献   

Developing and executing strategy: Using the balanced scorecard for alignment and accountability     

Karen Hicks  James L. Moseley 《Performance Improvement》2011,50(8):41-47

The balanced scorecard is a strategic performance management system that charts the course and evaluates the strategic goals of an organization. Practitioners in the field of performance improvement are results focused, with efforts purposefully channeled toward achievement of successful outcomes for their clients. Using a systematic and systemic approach, performance improvement practitioners are uniquely qualified to guide their practice using a balanced scorecard as a tool toward achieving measurable and results‐focused objectives.  相似文献   

Comparative education in primary teacher education in Ireland and South Africa     

Margo C. O'Sullivan  Charl C. Wolhuter  Ruaan F. Maarman 《Teaching and Teacher Education》2010

Comparative Education as a subject or course on teacher education curricula mainly continues to be taught in Ireland, some African and East European countries and a few colleges in Ireland, the UK and several universities in the USA, Canada, Western Europe, Latin America and Australia. This research compares Irish and South African students' experiences of their Comparative Education courses. The article commences with a survey of literature on the position of Comparative Education in teacher education, a portrayal of the contextual background of South Africa and of Ireland, and a brief synopsis of the pre-course survey of students' expectations, upon which this study builds. Subsequently the research method is explained and the results presented. Three findings emerged from this study. The first is the valuable role of Comparative Education in teacher education. The second is the role of contextual factors in determining the significance of Comparative Education in teacher education. Thirdly, the centrality of clients (i.e. students) is critical to the future of Comparative Education in teacher education.  相似文献