"Have I learnt it?" Evaluating skills for resource-based study using electronic resources   总被引：2，自引：0，他引：2  

Janet Macdonald  Nick Heap  & Robin Mason 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(4):419-433

Electronic information resources are increasingly in use for courses at all levels of Higher Education. They may be employed as reference material when researching particular topics for assignments, as part of a conventionally structured course, or alternatively their use may be a central part of resource based course philosophy. Whilst the use of these resources may offer many advantages in terms of developing more independent learners, there are also information handling skills which students must acquire. This paper discusses the relevance of these skills and the factors influencing their acquisition for students on two networked resource based courses at the UK Open University  相似文献   

Work with parents of abused and neglected children     

Kari Killén Heap 《Child abuse & neglect》1982,6(3):335-341

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Undergraduate Experiences of Division I Athlete Science,Technology, Engineering,and Mathematics (STEM) Graduates     

Eddie Comeaux  Tina Bachman  Rena M. Burton  Aida Aliyeva 《Journal of Science Education and Technology》2017,26(1):24-32

Employing the conceptual model developed by Comeaux and Harrison (Coll Stud Aff J 30(1):75–87, 2011), this study explored the undergraduate experience of Division I athlete STEM graduates. Data collection involved 17 in-depth interviews with former athletes at two research-intensive, public institutions. Results revealed that pre-college characteristics, involvement in purposeful STEM-related activities, and sport participation, as well as academic support and guidance within athletic departments, play important roles in shaping the experiences of athletes who earn STEM degrees. Implications for student affairs professionals, faculty, and others who frequently interact with college athletes and are committed to creating more equitable educational environments are discussed.  相似文献   

ORIENTATIONS TO PROFESSIONAL DEVELOPMENT DESIGN AND IMPLEMENTATION: UNDERSTANDING THEIR RELATIONSHIP TO PD OUTCOMES ACROSS MULTIPLE PROJECTS     

Rose M. Marra  Fran Arbaugh  John Lannin  Sandra Abell  Mark Ehlert  Rena Smith  Dominike Merle-Johnson  Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816

Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations. A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content and pedagogy are addressed in equal parts.  相似文献   

Restructuring special programs to reflect the distinctions between children's and adults' experiences with giftedness     

Rena F. Subotnik  Paula Olszewski-Kubilius 《Peabody Journal of Education》2013,88(3-4):101-116

In this article we draw on longitudinal, retrospective, and cross-sectional studies to address the relationship between giftedness in childhood and adulthood. Evidence points to the fact that children who became eminent adults did not necessarily fit conceptions of giftedness driving programs that currently exist in our schools. These findings suggest that special kinds of educational experiences and social contexts, access to tacit knowledge from mentors and parents, grouping with true intellectual or talent peers, appropriate support networks, and select personality dispositions of talented individuals need to be incorporated into our understandings of the talent development process.  相似文献   

DISSENTING INFLUENCE IN A SEVENTEENTH‐CENTURY GRAMMAR SCHOOL     

G. V. M. Heap 《Journal of educational administration and history》1982,14(1):1-8

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Establishing Criteria for High Ability versus Selective Admission to Gifted Programs: Implications for Policy and Practice     

Barbara Louis  Rena F. Subotnik  Polly Smith Breland  Michael Lewis 《Educational Psychology Review》2000,12(3):295-314

Admission to gifted programs involves identification, which entails theories of intelligence. Unfortunately, limited resources and space availability often take precedence over theory and educational philosophy in the admission process. Three selective gifted programs are used as examples of how theories of intelligence, driven by individual program philosophies, can be used as bases of admission within the practical limitations of each. The Cisco A. Carter Gifted Early Education Program identifies inner-city preschoolers for both general intelligence and specific skills. The Julliard Pre-College Program selects participants based on a specific skill. Hunter College Elementary School screens for general intellectual giftedness. Issues such as age of identification, underrepresented populations, and gifted children with diverse abilities and needs also are addressed.  相似文献   

Discovering and recovering reading     

James Heap 《Interchange》1975,6(4):54-57

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