Making connections: Using skill theory to recognize how students build and rebuild understanding     

Patricia M. King  JoNes R. VanHecke 《About Campus》2006,11(1):10-16

In this companion to Marc Schwartz and Kurt Fischer's article, Patricia King and JoNes VanHecke describe how student affairs educators can help students become sophisticated thinkers.  相似文献   

Profiles in partnership: Finding strength in collaborative leadership     

Steve Ballard  Patricia N. Long 《About Campus》2004,9(5):16-22

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Teaching for better race relations?     

Patricia J. Sikes  David J. S. Sheard 《Cambridge Journal of Education》1978,8(2-3):165-172

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Performance Assessment as a Diagnostic Tool for Science Teachers     

Kruit  Patricia  Oostdam  Ron  van den Berg  Ed  Schuitema  Jaap 《Research in Science Education》2020,50(3):1093-1117

Research in Science Education - Information on students’ development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate...  相似文献   

Are We Having Fun Yet? How Teachers Use Manipulatives to Teach Mathematics     

Patricia S. Moyer 《Educational Studies in Mathematics》2001,47(2):175-197

Teachers often comment that using manipulatives to teach mathematics is ‘fun!’ Embedded in the word ‘fun’ are important notions about how and why teachers use manipulatives in the teaching of mathematics. Over the course of one academic year, this study examined 10 middle grades teachers’ uses of manipulatives for teaching mathematics using interviews and observations to explore how and why the teachers used the manipulatives as they did. An examination of the participants’ statements and behaviors indicated that using manipulatives was little more than a diversion in classrooms where teachers were not able to represent mathematics concepts themselves. The teachers communicated that the manipulatives were fun, but not necessary, for teaching and learning mathematics. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

Teacher's first words     

Dr. Mary K. Weir  Dr. Patricia J. Eggelston 《Early Childhood Education Journal》1975,3(2):17-21

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Who wants to be involved in professional library media organizations?     

David L. Graf  Patricia J. Fewell 《TechTrends》1991,36(6):17-22

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Score Gains, Attitudes, and Behavior Changes Due to Answer-Changing Instruction     

Catherine P. Prinsell  Philip H. Ramsey  Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337

Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale.  相似文献   

THE POWER OF PERFORMANCE IN DEVELOPING PROBLEM SOLVING AND SELF ASSESSMENT ABILITIES     

Georgine Loacker  Patricia Jensen 《Assessment & Evaluation in Higher Education》1988,13(2):128-150

Students of Alverno College develop problem solving as one of eight abilities they are required to demonstrate in order to graduate. They must also demonstrate self assessment ability as an important part and over‐riding outcome of their educational process.

In ongoing studies, the research staff of the college found that students show increasing sophistication in their performance of these abilities and identify them as significant aspects of their education. Faculty contribute to their own developing educational theory and practice by analysing student performance and judging it by criteria they have articulated to describe expert performance. In requiring students to integrate self assessment into their problem solving process, faculty have found that students show increasing understanding of inter‐relationships of ability, content, and context. Students take responsibility for their learning as a dynamic, continuing process. They gradually internalise their practice of both problem solving and self assessment ability.  相似文献   

Interactions among children in scholastic contexts and knowledge aquisition in biology     

Corinne Ponce  Patricia Schneeberger 《European Journal of Psychology of Education - EJPE》2002,17(3):221-247

This article presents the first results of an investigation in a scholastic context aimed a determining the conditions that favour the acquisition of knowledge in biology within interactions in groups of 4 pupils. There were three work sessions in small groups, and some sessions in class groups. The pupils’ conceptions were assessed at the beginning and the end of learning as well as at the beginning of the first and second group sessions. The pupils had to compare their ideas and draw one or several pictures with a caption or some sentences to explain if necessary. Interactional analysis showed that the co-development-type interactive dynamics (according to Gilly) contribute to constructing the conceptual field studied owing to the questions the pupils ask one another. Conflicting comparison-type dynamics are benficial providing that each pupil does not put forward only arguments that contribute to confirminghis own opinions. Moreover, it seems that the quality of the interactions depends on the tasks the pupils are requested to accomplish.  相似文献