Achieving Academic Literacy: Disciplined Discourse     

Sharon Parry 《高等教育研究与发展》1989,8(2):147-159

Concerns that students increasingly come to tertiary studies ill‐prepared for academic pursuit in the disciplines have generated a broad range of supplementary tuition in Australian Universities during the past decade. Many researchers and tertiary teachers have from experience realized that tertiary learning skills are very much context‐, or discipline‐specific. This paper is concerned with making context‐specific expectations known to students through a process of ‘showing how’, rather than ‘telling what’. Two highly specialized teaching structures were used to generate appropriate questions for students, thereby providing parameters for their search and research and ultimately, their writing in the discipline.  相似文献   

Teaching with ignorance: Questions of social justice,empathy, and responsible community     

Sharon Todd 《Interchange》2004,35(3):337-352

This paper explores the limitations of empathy for the formation of community, particularly within social justice education. I begin with a discussion of the major tension within the idea of community — that it is founded at once on commonality and difference. Building in particular upon the work of Emmanuel Levinas, the paper articulates an understanding of community as a signifying encounter with difference that is not founded upon knowledge about the other, but upon a being-for and feeling-for the other. Focusing upon the explicitly educational commitment to working out forms of relationality conducive to establishing community and social justice across social differences, I ask how might teaching with ignorance, as opposed to teaching for empathy, bring us closer to the being-for others that marks our ethical engagement with other people and engenders our responsibility to the collective?  相似文献   

The “Four Commonplaces of Teaching”: Prospective Teachers' Beliefs About Teaching in Urban Schools     

Gilbert  Sharon L. 《The Urban Review》1997,29(2):81-96

The Urban Review - Preservice students in teacher education programs in both rural and urban teacher preparation institutions described their beliefs and knowledge about the teachers, students,...  相似文献   

Instructional design for distance education   总被引：2，自引：0，他引：2  

Sharon Smaldino 《TechTrends》1999,43(5):9-13

Summary The instructional design process provides the framework for planning. It is essential that the instructor take the time to plan and organize the learning experience prior to implementation when engaged in teaching at a distance. The instruction will be at a standard that is acceptable in all venues. The students will be engaged and the instructor will be satisfied. Planning makes the difference in a successful learning environment  相似文献   

Manipulating public knowledge     

Sharon Beder 《Metascience》1998,7(1):132-139

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New Metrics for Employee Development     

Elwood F. Holton III  Sharon S. Naquin 《Performance Improvement Quarterly》2004,17(1):56-80

Organizations are increasingly concerned about human resource accountability and have turned to HR metrics as an economical way to assess results from human resource activities. Unfortunately, many existing development metrics have limited utility. In this article, we review and discuss existing metrics for employee development. Then, we present five new development metrics and that can provide a core set of metrics for any type of organization. These metrics will provide new perspectives that older metrics do not, and lead to better human resource development decisions.  相似文献   

School- and Group-Based Pay: Introduction to the Special Issue     

Sharon Conley 《Journal of Personnel Evaluation in Education》1999,12(4):305-308

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Gender,prior knowledge,interest, and experience in electricity and conceptual change text manipulations in learning about direct current     

Sharon K. Chambers  Thomas Andre 《科学教学研究杂志》1997,34(2):107-123

The present study investigated relationships between gender, interest and experience in electricity, and conceptual change text manipulations on learning fundamental direct current concepts. Conceptual change text has been shown to lead to better conceptual understanding of electrical concepts than traditional didactic text, but previous research suggested that the effect interacted with the gender of the participants. We hypothesized that interest moderated this interaction. In this study, men and women who had higher or lower interest in electricity and greater or lessor experience with electricity read conceptual change or traditional text. When interest level, experience, and prior knowledge were not included in the analysis, both gender and text type produced significant main effects. When interest level, experience, and prior knowledge were included in the analysis, conceptual change text led to better understanding of electricity concepts than did the traditional text, and the effect of gender was eliminated. This finding supports the hypothesis that prior interest level, experience, and knowledge mediate apparent gender differences in learning about electricity. It suggests that conceptual change text manipulations are likely to be effective for both men and women. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 107–123, 1997.  相似文献   

Competency beliefs,positive affect,and gender stereotypes of elementary students and their parents about science versus other school subjects     

Thomas Andre  Myrna Whigham  Amy Hendrickson  Sharon Chambers 《科学教学研究杂志》1999,36(6):719-747

Iowa students and parents completed related attitude and belief questionnaires about school subjects. Grade K–3 students received simpler questionnaires than did Grade 4–6 students or parents. Among Grade 4–6 children, girls perceived higher competence in reading than did boys, but boys perceived higher competence in physical science. All children perceived physical science competence lower than reading or math competence. Parents perceived boys as more competent in science. Girls like reading more than boys did; boys and girls did not differ in liking of science. Grade 4–6 children also expected lower grades in and attached lower importance to physical science than to reading. Parents perceived science as more important for boys and expected higher performance of boys. Jobs related to math or science were seen as more male dominated. These results provided a more comprehensive picture of attitudes and beliefs about science in the elementary school than had existed and suggested that attitudinal gender differences related to physical science begin to develop by the earliest elementary school years. Policy implications are that intervention programs designed to promote gender equity should be extended to the early elementary school years and also should address parental attitudes. Additional implications for policy and research are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 719–747, 1999  相似文献   

Level 2 assessment may eliminate the demand for ROI     

Sharon A. Shrock 《Performance Improvement》1999,38(6):5-7

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