Building a new culture of teaching & learning     

Pat Hutchings 《About Campus》1996,1(5):4-8

The search is on for new and powerful ways to engage students, but today's campuses need more than new techniques. They need to build a culture where these new approaches can take hold and thrive.  相似文献   

The Role of Grammar in the Extension of Literacy     

Pat O'Rourke  Mike O'Rourke 《Changing English: An International Journal of English Teaching》1996,3(1):35-43

  相似文献   

Anaheim 2003 • Sessions     

David Winograd  Pat Miller  Delia Neuman  Dick Cornell  Wayne Hodgins  Roosevelt “Rick” Wright  Connie Tibbitts  Ward Mitchell Cates  Nada Dabbagh 《TechTrends》2004,48(1):13-24

  相似文献   

BCQ – Response 2     

Pat Thomson 《Journal of Educational Change》2006,7(1-2):95-96

  相似文献   

The Acceptability and Dissemination of Materials to Support Staff Development in Universities and Polytechnics in the United Kingdom     

Pat Cryer 《British journal of educational technology : journal of the Council for Educational Technology》1982,13(1):83-89

This article is based on work begun during the HERMES project, 'Higher Education Resource Materials: Evaluation and Service', January 1978–December 1979, a project to support the training and development of lecturers in universities and polytechnics through resource materials. Part A examines the discrepancy between availability of and demand for such materials, and comes to conclusions regarding the types and topics where the need is greatest. Part B examines factors which characterize productions used outside the authors' own institutions. In conclusion, the article describes how the findings are being implemented by a working group of the Society for Research into Higher Education.  相似文献   

Towards a taxonomy of novices' misconceptions of the Prolog interpreter     

Pat Fung  Mike Brayshaw  Benedict Du Boulay  Mark Elsom-Cook 《Instructional Science》1990,19(4-5):311-336

A series of novice programmers' misconceptions of Prolog flow-of-control and variable unification are identified on the basis of existing empirical evidence, and informal observation. This classification is intended to serve as a first pass attempt towards an understanding of these errors and as a basis for future empirical work.  相似文献   

ACES Corner     

O. Pat Barney 《Counselor Education & Supervision》1966,5(2):106-106

  相似文献   

The Effect of Cooperative and Mastery Learning Methods on Primary Grade Students' Learning and Retention of Economic Concepts     

James D. Laney  Dean K. Frerichs  Linda P. Frerichs  Luke K. Pat 《Early education and development》1996,7(3):253-276

Empirical studies have shown the positive effects of combining cooperative and mastery learning methods on mathematics achievement higher order questioning skills, and originality, but little is known, at present, about the effects of cooperative-mastery learning in other subject areas or on other cognitive outcomes. The problem of this study was to explore the effects of cooperative and mastery learning methods, alone and in combination, on first and second grade students' learning and retention of basic economic concepts. A 2 X 2 (cooperative X mastery) factorial design compared the achievement of one hundred-twenty students who were individually randomly assigned (using grade level as a stratification variable) to one of four treatment conditions—instruction on basic economic concepts using (1) cooperative learning, (2) mastery learning, (3) cooperative-mastery learning, or (4) a control treatment (no cooperative or mastery learning). All subjects were administered a written pretest, post-test, and delayed post-test on their understanding of economic concepts. To further probe children's understanding of economic concepts, a randomly selected sub-sample of sixty- four students was interviewed using an oral pretest, post-test, and delayed post-test. Overall, the results support the superiority of the cooperative-mastery learning method over either method alone in promoting the acquisition and retention of economic concepts. Pretest data verified the initial equivalence of groups. The cooperative-mastery learning group outperformed (a) the control group on all post-tests and delayed post-tests and (b) the cooperative learning group on all post-tests and delayed post-tests except the written post-test. By delayed post-test on the oral measure, the cooperative-mastery learning group was also outperforming the mastery learning group. As further evidence of the superiority of the cooperative-mastery learning method, the mean score of the cooperative-mastery learning group was greater than the combined mean scores of the mastery and cooperative learning groups on the oral post-test and delayed post-test. The authors suggest that the cooperative-mastery learning method is in line with current early childhood practices and has the capacity for simultaneously boosting the conceptual development and language development of young children. This capacity is said to stem from the method's provision of (a) specific, positive feedback, (b) a social context for sustained effort and involvement in a topic, (c) child-child communication exchanges, and (d) adult-child communication exchanges.  相似文献   

Contemporaneous and Longitudinal Prediction of Children's Social Functioning from Regulation and Emotionality   总被引：9，自引：0，他引：9  

Nancy Eisenberg  Richard A. Fabes  Stephanie A. Shepard  Bridget C. Murphy  Ivanna K. Guthrie  Sarah Jones  Jo Friedman  Rick Poulin  Pat Maszk 《Child development》1997,68(4):642-664

Relations of regulation and emotionality to social functioning were examined for 77 children followed from early to middle school age. Parents and teachers reported on children's social behavior, emotionality, and regulation, and children engaged in analogue peer conflict situations (i.e., with puppets). High-quality social functioning was predicted by high regulation and low levels of nonconstructive coping, nevatige emotionality, and general emotional intensity. Prediction often was obtained across reporters and time, although prediction was strongest within context (home versus school). Moreover, measures of regulation and emotionality frequently contributed unque variance to the prediction of social functioning. Contemporaneous correlations at age 8–10 were similar to those obtained at age 6–8, and prediction of later social functioning from emotionality and regulation at age 4–6 was similar at ages 6–8 and 8–10.  相似文献   

Who cares about the bullies?     

Helen Cowie  Pat Colliety 《Pastoral Care in Education》2016,34(1):24-33

Children who bully have learned to use their power and aggression to control others, a mode that is not conducive to healthy relationships either in the present or in their future lives. Furthermore, there is evidence that children who bully are also likely to have mental health problems that persist into adult life. There are also wide social and cultural differences in how bullying is perceived and defined. The values and norms of the culture itself strongly influence the behaviour of perpetrators. In this article, we discuss how educators and health care professionals can use this knowledge to help young people who bully develop deeper understanding of themselves and their relationships with others.  相似文献