Copyright and you     

Rosemary Talab 《TechTrends》1992,37(4):10-13

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An economic analysis of the architectural profession     

Rosemary D. Hale 《Journal of Cultural Economics》1980,4(2):27-38

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Student and instructor directed approaches to elementary science education: A comparative analysis     

Marvin F. Wideen  Richard L. Butt 《科学教学研究杂志》1975,12(2):95-100

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Donald S. Fredrickson,The Recombinant DNA Controversy: A Memoir. Science,Politics and the Public Interest, 1974–1981.     

Robins  Rosemary 《Metascience》2003,12(1):63-65

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Opportunity costs associated with the provision of student services: a case study of web-based lecture technology     

Ross H. Taplin  Rosemary Kerr  Alistair M. Brown 《Higher Education》2014,68(1):15-28

Universities aim to provide services that are not only beneficial to students but also efficient relative to possible alternative services. Using opportunity cost, this study considers staff and student perceptions of the usefulness and valuation of web-based lecture technology (WBLT). It reveals that a quarter of students did not use WBLT while many staff members thought WBLT had a negative impact on their face-to-face teaching. Further, over a third of students sampled said they would not be affected if WBLT were not made available and many staff members felt constrained by WBLT technology. Some staff members spent a lot of time preparing WBLT while others eschewed the technology altogether. Nevertheless, a relatively small number of students place enormous value on WBLT, as do some staff, even if only simple audio of lectures are provided. The academic policy implications of this study suggest that university provision of WBLT could take into account the opportunity cost of WBLT use as a valuation-basis, possibly recovering costs through extra fees. This would allow for improved decision-making by university administrators and facilitate a move towards a useful measurement basis of WBLT. A wider academic policy implication is to consider whether all universities should produce and deliver WBLT at all and to what extent it should encourage staff to develop enhanced WBLT. Provision of sophisticated WBLT or any other service for students bears an opportunity cost in terms of less preparation by staff for face-to-face lessons or other effective teaching or research.  相似文献   

The Challenge of Developing a ‘Reflective Practicum’     

Rosemary Dobbins 《Asia-Pacific Journal of Teacher Education》1996,24(3):269-280

This paper reports on a study in which I have been involved for the last 4 years, investigating the learning of final‐year primary student teachers and their school‐based teacher educators during the practicum. It highlights specifically the findings associated with the process of reflection in which the student teachers were engaged. Three particular findings are presented and discussed in relation to: the impact of reflection on student teachers’ learning; the quality of reflection in which they engaged; and specific strategies designed to facilitate reflection. It is argued that developing a ‘reflective practicum’ presents many challenges for teacher educators, including changing how the practicum is conceptualised and structured. A further challenge arises as a result of the inevitable shift in power and control which will occur if the changes are embraced. Teacher educators will be faced with some new questions regarding the ways they work in the practicum, if developing a reflective practicum is a priority.  相似文献   

Positioning thinking within national curriculum and assessment systems: Perspectives from Israel,New Zealand and Northern Ireland     

Carmel Gallagher  Rosemary Hipkins  Anat Zohar 《Thinking Skills and Creativity》2012,7(2):134-143

Over the past decade there has been a major move to position ‘thinking’ (however thinking is defined and enacted) as a more explicit outcome within the curriculum of many nations, with implications for teachers’ professional development, assessment, and examination requirements. This paper analyses approaches to this challenge taken by Israel, New Zealand and Northern Ireland. Each short case study considers: the political context in which the developments emerged; the ways in which thinking has been framed within the national curriculum, assessment and examination system; and the successes and challenges of the approaches taken to embedding change. Comparing and contrasting three different national systems provides important insights into the priorities, commitments and resources allocated to supporting a focus on thinking as a valued curriculum goal and outcome. In particular, it highlights the need for greater coherence between curriculum, professional development, pedagogy and assessment policies generally. Given the increasing international emphasis on the importance of developing critical thinking and problem-solving skills as a response to 21st century learning challenges, the paper reflects on what more may need to be done to leverage and sustain change.  相似文献   

Stemming the Tide of Rising School Exclusions: Problems and Possibilities   总被引：3，自引：0，他引：3  

Graham Vulliamy  & Rosemary Webb 《British Journal of Educational Studies》2000,48(2):119-133

This paper argues that the New Labour government' school effectiveness/target-setting strategy for reducing school exclusions is a flawed one. It deflects blame on to individual schools for problems which have as their source more deep-seated changes both in educational policy and in the wider society. A more positive way forward is to learn lessons from the recent research literature addressing the causes of the increase in school exclusions.  相似文献   

Carrying the Burden of Transformation: The experiences of women managers in UK higher and further education     

Jenny Ozga  Rosemary Deem 《Discourse: Studies in the Cultural Politics of Education》2000,21(2):141-153

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Dancing with the Monster: Teachers Discuss Racism,Power, and White Privilege in Education     

Henze  Rosemary  Lucas  Tamara  Scott  Beverly 《The Urban Review》1998,30(3):187-210

The Urban Review - Teachers do not often have opportunities to openly examine and discuss issues of racism, power, and white privilege. In fact, as Lisa Delpit and other educators have pointed out,...  相似文献