What student teaching evaluation instruments tell us about emphases in teacher education programs     

Stephen M. Koziol  J. Bradley Minnick  Michael A. Sherman 《Journal of Personnel Evaluation in Education》1996,10(1):53-74

Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA. April, 1995  相似文献   

Departmental morale as a function of the perceived performance of department heads     

Thomas W. Madron  James R. Craig  Raymond M. Mendel 《Research in higher education》1976,5(1):83-94

The object of this paper is to analyze some of the factors underlying differing levels of morale in university departments. Morale is conceived to be primarily a product of perceived department-head performance, although it is also suggested that environmental and satisfaction variables may be important. Morale is seen as a potential symptomatic attribute which might be used in diagnosing organizational difficulties. The authors did indeed find, using multiple discriminant analysis on departmentally aggregated data, that the perceived performance of department heads was more important in predicting levels of morale. In addition, department size was also found to be useful. The conclusions drawn were that morale could be used as a symptom of departmental (or organizational) well being and that such data could be useful to those managing department heads both in the selection of department heads and in their ongoing supervision.The authors were designated by Western Kentucky University to supervise the collection and analysis of the data described. The data were used with the permission of the Office of the President, Western Kentucky University.  相似文献   

Developing Teacher Sensitivity to Individual Learning Differences     

Melodie Rosenfeld  Sherman Rosenfeld 《教育心理学》2004,24(4):465-486

Although it is widely agreed that teacher sensitivity to individual learning differences (ILDs) is an integral component of effective teaching, little research has focused on how to develop this sensitivity in teachers. This study describes the reported effects of a year‐long professional development course designed to sensitize 14 teachers to their own and their colleagues' learning differences. The teachers explored their own ILDs in a mediated context with colleagues, utilizing a battery of learning styles inventories. In order to document any teacher change as a result of the course, the researchers collected data from interviews, written critical incidents, questionnaire, and field notes. A taxonomy of teacher change in language, beliefs and practice was constructed from the data using qualitative research analysis. Teachers reported the following changes: gaining a fluency in the language of individual learning differences; gaining interventionist beliefs about students; increased legitimizing and addressing of individual learning differences; and positive outcomes as a result of their changes, that is, awareness of self‐development and increased learner success. An empirical model of developing teacher sensitivity to ILDs is presented, with implications for teacher professional development.  相似文献   

System leaders using assessment for learning as both the change and the change process: developing theory from practice     

Anne Davies  Kathy Busick  Sandra Herbst  Ann Sherman 《Curriculum Journal》2014,25(4):567-592

Many schools and school systems have been deliberately working towards full implementation of Assessment for Learning for more than a decade, yet success has been elusive. Using a leader's implementation of Assessment for Learning in one school as an illustration, this article examines eight positional leaders’ experiences as they implemented both the ‘spirit and the letter’ of Assessment for Learning at all levels. This longitudinal qualitative research study draws on the experiences of leaders from Alberta, British Columbia, Germany, Georgia, Hawai`i, Manitoba, New Zealand and Ontario. The authors identify five findings that show how positional leaders use Assessment for Learning as the focus for system-wide change, as well as the change process itself.  相似文献   

A Content Analysis of Students' Interests     

Sherman Yen 《College Teaching》2013,61(4):274-275

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What is an Academic Library?     

John Sherman 《College Teaching》2013,61(2)

Students' concepts of the library and its function should be brought closer to those of librarians in the view of the chairman of library services at Jersey City State College (B.A., UCLA; M.A., Columbia). He has had a notable dozen years in library work across the continent, was author of a twice printed satire “How to Appear Educated” in Library Review.  相似文献   

Determinants of repeat viewing to prime‐time public television programming     

Steve M. Sherman 《广播与电子媒介杂志》2013,57(4):472-481

This study explores the relationship between several structural level variables and repeat viewing of prime‐time public television programming. A strong positive correlation was found between audience ratings and repeat viewing. Analyses of variance were performed on repeat viewing using program scheduling, presence/absence of continuing dramatic story line, and household cable status, and significant effects for repeat viewing occurred for all. A regression model utilizing these variables accounted for a moderate degree of variance in repeat viewing.  相似文献   

A parable     

Sherman Paxton Lawton  Willis Eugene Phillips  Henry Lee Ewbank  Lyman Spicer Judson 《Quarterly Journal of Speech》2013,99(2):214-215

CHARLES JAMES FOX: A MAN FOR THE PEOPLE. By Loren Reid. Columbia: University of Missouri Press; London: Longmans, Green and Co.; 1969; pp. xvi + 475. $7.50.  相似文献   

Procrastination in distance education: a review of what we know and need to learn     

Thomas Wilkinson  Thomas Sherman 《Open Learning》2013,28(3):32-38

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Children's perspectives on building science models     

Ann Sherman  A. Leo MacDonald 《Education 3-13》2013,41(1):89-98

This study describes the experiences of 10- and 11-year-old students with building science models during a unit on weather. With the teacher, we prepared and gathered materials for the students to use in the building of dynamic physical models demonstrating the key features of the weather concepts they were learning. An important aspect of the approach used in the construction of the models was that students were given a significant amount of time to build and explore their models. Students were interviewed following the completion of the unit and their comments suggest that they began to understand the value of the building activities. The enthusiasm for the activities demonstrated by the students also helped increased the meaning the construction held for them. This enthusiasm combined with an increased confidence helped create an environment where students were excited about science and were better able to display their understanding of concepts.  相似文献