Library automation: an introduction for library assistants, 28–29 September,Loughborough University. Organized by Richard Haigh,Library Association Industrial Group (LAIG) and Hilary Dyer,Loughborough University Department of Library and Information Studies     

Marilyn Morris 《Health information and libraries journal》1989,6(1):41-42

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Weighty Perceptions: A Study of the Attitudes and Beliefs of Preservice Teacher Education Students Regarding Diversity and Urban Education     

Linda M. Easter  Eileen L. Shultz  T. Kelley Neyhart  U. Mae Reck 《The Urban Review》1999,31(2):205-220

Twenty-first century predictions forecast highly diverse, urban students and predominantly white, monolingual, interculturally limited teachers as the makeup of the new millennium's schools. To avoid a cultural crash, today's potential teaching force must be prepared for tomorrow's students by teacher educators in colleges and universities. Helping future teachers understand what they believe about education in general and, specifically, culturally diverse populations of students can provide an important key for that preparation. This article describes one college of education's efforts to make implicit beliefs explicit through survey data, its application of data to programs, and its plans for continuing research.  相似文献   

Problems of school decentralization in New York City     

Marilyn Gittell 《The Urban Review》1967,2(1):4-4

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新年心愿(英文)     

Marilyn Helmer 《英语沙龙》2008,(12)

Eric在找自己的读书报告时无意中翻出了全家在新年时列出的新年计划,这时全家才恍然想起自己都没有很好地实践自己的计划。最终大家决定与其等到明年再重新制定新年计划,还不如从现在就开始完成自己未完成的心愿。  相似文献   

Increasing Diversity in Science and Health Professions: A 21-Year Longitudinal Study Documenting College and Career Success     

Marilyn A. Winkleby  Judith Ned  David Ahn  Alana Koehler  Jeanne D. Kennedy 《Journal of Science Education and Technology》2009,18(6):535-545

Despite decades of precollege science education programs, African Americans, Latinos, and Native Americans remain critically underrepresented in science and health professions. This report describes college and career outcomes among graduates of the Stanford Medical Youth Science Program (SMYSP), a 5-week summer residential program for low-income high school students among whom 97% have been followed for up to 21 years. Approximately 24 students are selected annually, with participation limited to low-income students who have faced substantial personal hardships. Undergraduate and medical students provide key program leadership and training. The curriculum is based on science inquiry education and includes hospital internships, anatomy practicums, research projects, faculty lectures, college admissions/standardized test preparation, and long-term college and career guidance. A total of 476 high school students participated between 1988 and 2008, with 61% from underrepresented ethnic minority groups. Overall, 78% of African American, 81% of Latino, and 82% of Native American participants have earned a 4-year college degree (among those admitted to college, and excluding those currently attending college). In contrast, among 25–34-year old California adults, 16% of African Americans, 8% of Latinos, and 10% of Native Americans earn a 4-year college degree. Among SMYSP’s 4-year college graduates, 47% are attending or have completed medical or graduate school, and 43% are working as or training to become health professionals. SMYSP offers a model that expands inquiry-based science education beyond the classroom, and recognizes the role of universities as “high school interventionists” to help diversify health professions.  相似文献   

Understanding the Dialectical Relations Between Everyday Concepts and Scientific Concepts Within Play-Based Programs     

Marilyn Fleer 《Research in Science Education》2009,39(2):281-306

In recent times there has been an enormous interest in Vygotsky’s writing on conceptual development, particularly his insights on the differences between everyday and scientific thinking. In drawing upon cultural–historical theory, this paper seeks to examine the relations between everyday concepts and scientific concepts within playful contexts, such as preschools, with a view to better understanding how very young children develop conceptual understandings in science. This paper presents an overview of a study which sought to map the transformation and appropriation of scientific concepts within two early childhood settings. Approximately ten weeks of data gathering took place, with video recordings, field notes, photographic documentation, and child and teacher interviews for recording child concept formation within these naturalistic settings. The findings indicate that when teacher programs are more oriented towards concepts rather than materials, children’s play is focused on conceptual connections. Importantly, the study showed that: It was possible to map the multiple and dynamic levels or stratas of thinking that a child or group of children may exhibit within play-based contexts; An analysis of ‘unorganised heaps’ and ‘complexive thinking’ evident in conceptually or materially oriented play-based programs can be determined; the dialectical relations between everyday concepts and scientific concepts in play-based programs can be understood; and greater understanding about the nature of concept formation in situated playful contexts have been possible.  相似文献   

Classroom Management Issues for Teaching Assistants     

Luo  Jiali  Bellows  Laurie  Grady  Marilyn 《Research in higher education》2000,41(3):353-383

For many graduate teaching assistants, the task of planning, organizing, motivating, and controlling classroom environments can be overwhelming. Empirical research pertaining to major classroom management problems experienced by TAs is scarce. This article is a report of a survey study regarding TA classroom management at a large, land-grant Research 1 University. The study provides specific information about TAs' perceptions of classroom management experiences and concerns based on TA type, gender, teaching experience, and academic discipline. The results of the study indicate that international and U.S. TAs experienced many common problems, but each of the two types of TAs also had unique problems. More U.S. TAs than international TAs reported experiencing classroom management problems. The years of TA teaching experience were significantly related to the number of classroom management problems and concerns TAs reported. Regression analysis revealed that TA type, teaching experience, and academic discipline, but not gender, were significant predictors of classroom problems and concerns. Discussion of the results, implications, and suggestions for further research are included.  相似文献   

Singaporean Parents’ Curriculum Priorities for Their Children with Disabilities     

Levan Lim  Tan Ai Girl  Marilyn M. Quah 《International Journal of Disability, Development & Education》2000,47(1):77-87

This study examined Singaporean parents’ perspectives on how much they valued major curriculum skill areas for their children with disabilities. Parents were also asked to indicate whether they expected priority skill items within the curriculum areas to be performed with assistance or independently. The results showed that the parents of children with moderate and severe disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional life skills, social relationship skills, and functional academics. Parents of children with mild disabilities indicated the highest priority for self-help functional life skills, followed by community-based functional skills, functional academics, and social relationship skills. The results also showed that parents’ relative ratings of the other skill areas besides self-help skills were influenced by the level of disability of their children. The milder the disability, the higher the relative parental ratings and expectations for independent performance of social relationship skills, functional academics, and community-based life skills. Conversely, the more severe the disability, the lower the relative ratings of these skills and expectations for independent performance compared with self-help functional life skills.  相似文献   

Variables in Eliciting Writing Samples     

Mary Ross Moran  Brenda Smith Myles  Marilyn S. Shank 《Educational Measurement》1991,10(3):23-26

What is the impact on students' writing samples of such factors as prompt features, prewriting activities, time limits, and examiner practices? How can these variables be systematically reported?  相似文献   

Abandonment: The new realism of the eighties     

Marilyn Fain Apseloff 《Children‘s Literature in Education》1992,23(2):101-106

She is the author ofThey Wrote for Children Too (Greenwood Press, 1989),Elizabeth George Speare (Twayne, 1992), and has co-authoredNonsense Literature for Children (Library Professional Publications, 1989) with Celia Catlett Anderson.  相似文献