UPPER SECONDARY SCHOOL STUDENTS’ CHOICE AND THEIR IDEAS ON HOW TO IMPROVE CHEMISTRY EDUCATION     

Karolina Broman  Shirley Simon 《International Journal of Science and Mathematics Education》2015,13(6):1255-1278

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Extending the Cognitive Mediation Model: Examining Factors Associated With Perceived Familiarity and Factual Knowledge of Nanotechnology     

Xiaodong Yang  Agnes S. F. Chuah  Edmund W. J. Lee  Shirley S. Ho 《Mass Communication and Society》2017,20(3):403-426

This research—a pilot study on the cognitive mediation model (CMM) in Singapore—seeks to revisit and test the applicability of an extended CMM in the context of nanotechnology by examining perceived familiarity as a separate outcome variable in addition to factual knowledge. A cross-sectional survey was administered to a nationally representative sample of 719 adult Singaporeans. Results demonstrated partial support for the hypothesized CMM. First, elaboration was positively associated with both factual knowledge and perceived familiarity, whereas interpersonal discussions about science was associated only with familiarity. Results also showed differential relationships between attention to media platforms (traditional vs. new media) and reflective integration (composed of elaborative processing and interpersonal discussion); whereas attention to science reporting in newspapers and science television programs were associated with elaboration, media attention across all platforms were associated with interpersonal discussions. Theoretical and practical implications are discussed.  相似文献   

Using computers in education: Some curriculum issues     

Susan Groundwater-Smith  Shirley Grundy 《The Australian Educational Researcher》1987,14(2):3-11

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The microstructure of coaching practice: behaviours and activities of an elite rugby union head coach during preparation and competition     

Edward Thomas Hall  Shirley Gray  John Sproule 《Journal of sports sciences》2016,34(10):896-905

The activities and behaviours of a female head coach of a national rugby union team were recorded in both training and competition, across a whole rugby season, using the newly developed Rugby Coach Activities and Behaviours Instrument (RCABI). The instrument incorporates 24 categories of behaviour, embedded within three forms of activity (training form (TF), playing form (PF) and competitive match) and seven sub-activity types. In contrast to traditional drill-based coaching, 58.5% of the training time was found to have been spent in PF activities. Moreover, the proportion of PF activities increased to a peak average of 83.8% in proximity to the team’s annual international championship. Uniquely, one of the coach’s most prolific behaviours was conferring with associates (23.3%), highlighting the importance of interactions with assistant coaches, medical staff and others in shaping the coaching process. Additionally, the frequencies of key behaviours such as questioning and praise were found to vary between the different activity forms and types, raising questions about previous conceptions of effective coaching practice. The findings are discussed in the light of the Game Sense philosophy and the role of the head coach.  相似文献   

A review of twenty-first century higher education     

Shirley Chan 《Journal of Further & Higher Education》2018,42(3):327-338

This article is predominantly concerned with the global challenges associated with managing an academic workforce in an era characterised by increased demand for higher education. In scrutinising global trends in higher education and academic workforce management, the article will address two research questions. First, what are the global trends that most affect education in the twenty-first century? Second, what are the transformations that have taken place in the academic workforce amid these trends? Last, the article calls for a need for researchers to profoundly explore the management of the academic workforce cross-nationally between developed and developing economies, with a particular focus on Australia, Malaysia and Singapore.  相似文献   

Representation, Identification and Trust: Towards an Ethics of Educational Research   总被引：1，自引：0，他引：1  

Shirley Pendlebury  & Penny Enslin 《Journal of Philosophy of Education》2001,35(3):361-370

Crudely put, educational research is unethical when it misrepresents or misidentifies—and so betrays—its putative beneficiaries or the goods and values they hold dear. How can researchers guard against these vulnerabilities? While acknowledging the vulnerabilities of educational research to abuses of trust and representation, and that there is no Archimedean point from which to approach research into people’s practices, we defend a universalist conception of research ethics in education. This universalist conception is developed via an examination of a central debate in feminism, contrasting Alcoff’s positionality, Caughie’s performative conception and Nussbaum’s universalist conception of feminism.  相似文献   

Report to the President on the Use of Technology to Strengthen K–12 Education in the United States: Findings Related to Research and Evaluation     

Shaw  David E.  Becker  Henry J.  Bransford  John D.  Davidson  Jan  Hawkins  Jan  Malcom  Shirley  Molina  Mario  Ride  Sally K.  Sharp  Phillip  Tinker  Robert F.  Vest  Charles  Young  John  Allen  Richard  Bakia  Marianne  Bryson  Rebecca  Chen  C. Samantha  Costello  Caroline M.  Deckel  Garrett M.  Dial  Marjorie R.  Kealey  Edith M.  Lehoczky  Sandor 《Journal of Science Education and Technology》1998,7(2):115-126

The Panel on Educational Technology was organized in April 1995 under the auspices of the President's Committee of Advisers on Science and Technology (PCAST) to provide advice to the President on matters related to the application of information technologies to K–12 education in the United States. Its findings and recommendations were set forth in March 1997 in the Report to the President on the Use of Technology to Strengthen K–12 Education in the United States. This report was based on a review of the research literature and on written submissions and oral briefings from a number of academic and industrial researchers, practicing educators, software developers, governmental agencies, and professional and industry organizations involved in various ways with the application of technology to education. Its most important finding is that a large-scale program of rigorous, systematic research on education in general and educational technology in particular will ultimately prove necessary to ensure both the efficacy and cost-effectiveness of technology use within our nation's K–12 schools. Finding that less than 0.1 percent of our nation's expenditures for elementary and secondary education are currently invested to determine which educational techniques actually work, and to find ways to improve them—an extremely low level relative to comparable ratios within the private sector—the Panel recommended that this figure be increased over a period of several years to at least 0.5 percent, and sustained at that level on an ongoing basis. Further, because no one state, municipality, or private firm could hope to capture more than a small fraction of the benefits associated with a significant advance in our understanding of how best to educate K–12 students, the Panel concluded that such funding will have to be provided largely at the federal level in order to avoid a systematic underinvestment (attributable to a classical form of economic externality) relative to the level that would be optimal for the nation as a whole. This paper originally appeared as Section 8 of the report.  相似文献   

海贝格与希思     

葛雪莉 《科学文化评论》2009,6(3):97-111

编者按 本文原题《对两位伟大学者的百年庆贺：海贝格翻译失落的阿基米德羊皮书（1907）,希思译注欧几里得〈原本〉的出版（1908）》（A Centennial Celebration of Two Great Scholars：Heiberg’s Translation of the Lost Palimpsest of Archimedes——1907：Heath’s Publication of Euclid’s Elements——1908）,载Notices of the American Mathematical Society 55,no．7（August,2008）：776--783。纽约市立大学曼哈顿社区学院徐义保承担翻译并联系一切版权事宜。翻译与中文译本的刊载得到原作者和美国数学会的许可。原作者不仅提供了全部图片的数码照片,还为译者解答了翻译时遇到一些问题。希思肖像的复制得到英国皇家学会的允许,Joanna Hopkins女士为此提供了宝贵的帮助。黎传纪先生通读了译文的初稿,徐冬娇女士帮助汉字输入,对此译者一并表示感谢。为了中文读者阅读方便,编者对原文的个别段落作了调整并增加了小标题。  相似文献   

Emotional literacy in the early years     

Shirley Hewitt 《Emotional and Behavioural Difficulties》2013,18(2):232-233

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Knowing Inquiry as Practice and Theory: Developing a Pedagogical Framework with Elementary School Teachers     

Chew-Leng?PoonEmail author  Yew-Jin?Lee  Aik-Ling?Tan  Shirley?S.?L.?Lim 《Research in Science Education》2012,42(2):303-327

In this paper, we characterize the inquiry practices of four elementary school teachers by means of a pedagogical framework. Our study revealed core components of inquiry found in theoretically-driven models as well as practices that were regarded as integral to the success of day-to-day science teaching in Singapore. This approach towards describing actual science inquiry practices—a surprisingly neglected area—uncovered nuances in teacher instructions that can impact inquiry-based lessons as well as contribute to a practice-oriented perspective of science teaching. In particular, we found that these teachers attached importance to (a) preparing students for investigations, both cognitively and procedurally; (b) iterating pedagogical components where helping students understand and construct concepts did not follow a planned linear path but involved continuous monitoring of learning; and (c) synthesizing concepts in a consolidation phase. Our findings underscore the dialectical relationship between practice-oriented knowledge and theoretical conceptions of teaching/learning thereby helping educators better appreciate how teachers adapt inquiry science for different contexts.  相似文献