排序方式： 共有26条查询结果，搜索用时 15 毫秒
11.
Nona Lyons 《Irish Educational Studies》2013,32(1):69-88
Abstract At a time of intense interest in third level teaching in the Ireland, the UK, and the US, this paper describes an effort underway at University College Cork (UCC) to foster a new kind of scholarship, a scholarship of teaching and learning. Although impelled by the announcement in 2001 of an award for Excellence in Teaching at UCC, the project was framed by ideas first outlined by Ernest Boyer (1990) in his provocative book, Scholarship Reconsidered. This paper describes how Boyer's concept of a “scholarship of teaching” was implemented at UCC through a reflective portfolio inquiry process; presents the value and meanings staff say they find in engaging in a portfolio process; and, concludes with a consideration of the sometimes sobering institutional implications of this work. This case study of an institutions experience is one contribution to an evolving genre currently being invented: a new way of capturing and conveying the knowledge of teaching. 相似文献
12.
Service‐learning clinical experiences in community‐based sites are an important approach to providing medical, nurse practitioner, allied health and other professional students with an opportunity to acquire knowledge, attitudes and skills necessary for working effectively with the elderly. Such experiences provide a balance to the clinical experiences more traditionally provided to students in nursing homes and chronic care hospitals. In community‐based settings, students gain knowledge and skills in working with older people, develop a more balanced view about growing old, and learn about community resources and effective teamwork. The experiences of the George Washington University Medical School in providing these learning experiences has led to student enthusiasm for work with the elderly and has improved access to medical care for elderly persons who participate in programs in community‐based settings. 相似文献
13.
This study examined the effects of a behavioral parent training program presented in a manner either congruent or incongruent with participant's locus of control orientation. Statistically significant interactions between locus of control orientation and presentation mode were formed for the management skills and child behavior measures. Greater positive attitudinal changes were realized by parents participating in the shared-control training group. 相似文献
14.
This study compared the attitudes and demographic characteristics of an intact group of college freshmen to those of a sample responding to a mail survey and a sample responding to a telephone follow-up. Contrary to expectation, the three samples did not differ significantly in mean attitude responses. The absence of significant mean differences indicated no significant bias in college freshmen's responses to a mail survey. However, a higher percentage of returns was received from females and higher achievers than from males and low achievers. 相似文献
15.
16.
One hundred and fifty-five elementary teachers in San Jose, Costa Rica rated their expectancy of success, willingness to help, liking for, and evaluation of two students who were failing; one because of low ability, one because of insufficient effort. Significantly higher mean ratings on all four consequences were observed for the protocol describing the student who didn't try than for the protocol describing the student with low ability. 相似文献
17.
Nona Tollefson 《Roeper Review》2013,35(2):35-37
The volunteer para‐educator serves as the required link between the professional mentor, the school, and the student in gifted education programs. 相似文献
18.
A questionnaire assessing their attitudes toward preassessment procedures was mailed to 300 elementary teachers; a 70% return rate was achieved. A 3 × 2 analysis of variance yielded main effects for years of experience and referral history. Teachers with more than 6 years of experience had significantly more negative attitudes toward preassessment than did teachers with less than 2 years of experience. Teachers who had made referrals to a preassessment team had significantly more negative attitudes than teachers who had no history of referrals to preassessment teams. Suggestions for modifying the preassessment process are offered. 相似文献
19.
20.