Defining Minimal Competence   总被引：1，自引：0，他引：1  

Craig N. Mills  Gerald J. Melican  Nancy Thomas Ahluwalia 《Educational Measurement》1991,10(2):7-10

How do we explain the standard-setting process to judges? What context should we set for the standard-setting exercise? How can we help judges develop a common definition of minimal competence?  相似文献   

EVALUATION IN ENGINEERING EDUCATION     

Nancy Fjällbrant 《European Journal of Engineering Education》1977,2(4):291-296

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Children's Reactions to the Receipt of Direct and Indirect Help     

Rita M. Shell  Nancy Eisenberg 《Child development》1996,67(4):1391-1405

First, third, and fifth graders' ( N = 201) reactions to 2 types of and (direct help [answers] and indirect help [hints]) commonly used by helpers to assist children were examined. The children were randomly assigned to receive either direct or indirect help on a task, and then were asked to try a similar task immediately and again a few days later. Direct help was expected to elicit dependency, whereas indirect help was expected to elicit independent reactions. Age and/or sociocognitive level were predicted to moderate the effects of help. Direct help resulted in feelings of threat, low perceived control, and high dependency help-seeking for girls, but not for boys. Boys who received indirect help and understood the notion of consistency of personality requested less dependent help than did boys with less of this sociocognitive skill. Moreover, children high in the understanding of consistency of personality were more autonomous (i.e., helped themselves more) in the indirect than in the direct help condition.  相似文献   

Young women's scientific identity formation in an urban context     

Nancy W. Brickhouse  Jennifer T. Potter 《科学教学研究杂志》2001,38(8):965-980

In this article we examine the scientific identity formation of two young women of color who attend an urban vocational high school. One young woman lives in an urban setting, while the other lives in a suburban setting. We describe how these young women's identities influence and respond to experiences in school science. In particular, we describe how the experience of marginalization can make membership in a school science community impossible or undesirable. We also describe the advantages that accrue to students who fit well with the ideal identities of an urban school. Finally, we describe some of the difficulties students face who aspire to scientific or technological competence yet do not desire to take on aspects of the identities associated with membership in school science communities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 965–980, 2001  相似文献   

Using videodisk instruction in an elementary science methods course: Remediating science knowledge deficiencies and facilitating science teaching attitudes     

Michael R. Vitale  Nancy R. Romance 《科学教学研究杂志》1992,29(9):915-928

Inadequate science knowledge of preservice teachers enrolled in science methods courses not only limits their mastery of effective teaching practices, but also may foster negative attitudes toward science teaching. This study investigated the influence of science knowledge upon attitudes toward science teaching in a one-semester elementary science methods course by embedding a videodisk-based instructional component to remediate knowledge deficiencies. Preservice teachers in the experimental group first learned core concepts in physical and earth science through a series of 24 interactive videodisk lessons and then used the concepts as a foundation for preparing and presenting model science lessons. Results showed that the experimental group overcame their initial knowledge deficiencies by mastering the core concepts presented (mean proportion correct on mastery test = 0.91), with multivariate covariance analysis confirming that the experimentals gain in science knowledge was significantly greater than comparable controls in the parallel science methods sections. Additionally, as a result of mastering the core concepts underlying earth science, preservice teachers using the videodisk instruction also displayed significantly greater confidence in their understanding of science knowledge and more positive attitudes toward science teaching at the elementary levels. Implications for improving elementary science teaching through preservice and in-service training are discussed.  相似文献   

Supervision: The Silent “S” of ACES     

Nancy M. Pinson 《Counselor Education & Supervision》1974,14(2):157-159

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Using concept maps to assess change in teachers’ understandings of algebra: a respectful approach   总被引：1，自引：0，他引：1  

Sarah Hough  Nancy O&#;Rode  Nancy Terman  Julian Weissglass 《Journal of Mathematics Teacher Education》2007,10(1):23-41

The purpose of this study was to explore teachers’ growth in understanding of algebra using concept maps. The study was set in the context of a five-year National Science Foundation funded teacher retention and renewal professional development project. In this project both beginning and experienced teachers are supported as they increase their understanding about mathematics, their ability to implement effective mathematics practices in their classrooms, and their knowledge of working with English Learners. Results indicate that teachers’ algebraic knowledge structures became more complex and connected as a result of their professional development. In addition, they were able to adapt their knowledge networks to incorporate important aspects of algebra into them. Concept maps are recommended to other leaders of mathematics professional development as a means of assessing change.  相似文献   

Always growing and learning: A case for self-assessment     

Nancy Baptiste 《Early Childhood Education Journal》1994,22(2):26-29

Conclusion In conclusion, the entire self-assessment process is dynamic and ongoing. It is challenging and time-consuming, yet most gratifying as educators develop enhanced self-understanding and self-knowledge. The self-assessment process simultaneously enables teachers to touch reality (present focus) as well as to dream (future focus). The self-assessment process allows teachers to take care of themselves. Although the incoming president of the NAEYC appropriately urged participants in the 1994 Professional Development Institute “to look out for each other, take care of each other” (Daniels, 1994), it behooves each one of us to make sure that we take care of ourselves as well. This advice is not intended to be a call for self-centeredness; we do a much better job in our own work with others when we have taken care of ourselves. Continuous personal and professional self-assessment provides that opportunity to take care of ourselves. The kind of renewal that self-assessment provides is “preserving and enhancing the greatest asset you have—you” (Covey, 1989, p. 288).  相似文献   

Networking projects around the United States     

Nancy A. Klinck 《TechTrends》1990,35(3):30-36

Summary Networks are gaining popularity in the education community. The technology of networking offers many benefits for educators and students. The process of setting up and administering a network is determined by the needs and budget of the users. There are many hardware and software vendors who offer an array of products for designing, installing and maintaining networks. In some cases, schools have formed partnerships with businesses to provide networking services on the local, state, national and global levels. Educational networks will continue to proliferate throughout this decade, providing a new environment to help with word processing, database management, research, individualized instruction, parent education, professional development, and the many other concerns confronting schools today.  相似文献   

Violence among family members of children and adolescents evaluated for sexual abuse     

Kellogg ND  Menard SW 《Child abuse & neglect》2003,27(12):1367-1376

OBJECTIVES: The two aims of this study were to: (1). describe the prevalence and characteristics of domestic adult and child physical violence in the homes of children and adolescents evaluated in a specialized sexual abuse clinic and (2). describe parent or caretaker responses to domestic adult and child violence and child sexual abuse, including tendencies to report or seek medical care. METHOD: A consecutive sample of 164 subjects (ages 7-19) were interviewed in a sexual abuse clinic regarding in-home violent or abusive experiences among family members that had occurred at any time during their childhood. RESULTS: Fifty-two percent of these children and teenagers reported spousal violence in their home. Fifty-eight percent of child sexual offenders who were in-home males also physically abused their adult female partner. Half of in-home males who were physically violent to children also sexually abused them. In 86% of homes with partner violence, the children were also physically assaulted. There was no difference in sexual abuse disclosure rates or patterns for children living with or without adult violence. CONCLUSIONS: Sexually abused children should be questioned about physical abuse and the presence of violence among adults in their home. Safety plans for sexually abused children should incorporate screening for family violence and safety plans for parents and siblings of child victims, when appropriate.  相似文献