An Instructional Strategy to Introduce Pedagogical Content Knowledge Using Venn Diagrams     

Charlotte A. Otto  Susan A. Everett 《Journal of Science Teacher Education》2013,24(2):391-403

This paper describes the use of a three-circle Venn diagram as a vehicle for introducing pre-service elementary teachers to pedagogical content knowledge (PCK). Each circle of the diagram represents pedagogy, content and context individually. The overlap of any two circles represents the interaction between the circles. For example, the overlap of pedagogy and context relates to the ways that each of these general topics influences the other. The overlap of all three circles represents a complete lesson that is an integration of the three major components of PCK. The Venn diagram is an easily remembered graphic illustration of PCK that can be useful in planning lessons. The use of this graphic organizer in a science capstone course required of all pre-service elementary teachers is described.  相似文献   

Defining Quality Child Care: Multiple Stakeholder Perspectives     

Amanda W. Harrist  Stacy D. Thompson  Deborah J. Norris 《Early education and development》2013,24(2):305-336

Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed.  相似文献   

Government policy and technical choice in the West German reactor programme     

Otto Keck 《Research Policy》1980,9(4):302-356

This paper gives a concise historical account of government policy in the development of nuclear power reactors in West Germany. In addition to published sources, information is drawn from the minutes of government advisory bodies and from interviews with individuals involved in policymaking. It is found that the decentralization of decision-making was a key factor in the relative success of the West German reactor programme. Government support was given in a way that left the essential technical and commercial decisions with manufacturers and utilities. The development work for the eventual successful light-water reactor was a largely self-financed effort of firms commanding a strong technical and commercial tradition in power plant construction. The utilities based their decisions on the basis of internationally available technology independent of, and initially even against, the programmes devised by the government. In the period up to the year 1972, less than ten percent of government expenditure for reactor development was spent on types that are now in commercial use, i.e. on light-water reactors, while the bulk was given to reactor types that have a chance for commercial application only in the longer term, such as the high-temperature gas-cooled reactor and the fast breeder reactor.  相似文献   

Counselling in cross-cultural perspective     

Otto Klineberg 《International journal for the advancement of counseling》1983,6(2):83-92

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Book reviews     

Stacy Churchill  Jacques Hallak  Arthur Gillette 《Prospects》1977,7(2):309-316

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Book reviews     

Stellwag  Helena W. F.  Völcker  Otto  de Bousingen  R. Durand  Roucek  Joseph R.  Langeveld  M. J.  Maack  Rudolf 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1958,4(1):485-490

International Review of Education -  相似文献   

The Practical Application of e-Portfolios in K-12 Classrooms: An Exploration of Three Web 2.0 Tools by Three Teachers     

Michael Karlin  Gamze Ozogul  Stacy Miles  Saul Heide 《TechTrends》2016,60(4):374-380

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Some observations on dropping out in distance education     

Otto Peters 《Distance Education》1992,13(2):234-269

This paper is an appraisal of drop‐out from a German perspective. This perspective is refreshingly and challengingly different — even to the rather casual German expression, ‘Karteileiche’, which means literally ‘file corpse’. The paper argues that drop‐out cannot and even should not readily be compared across systems, since significant parameters differ. The paper offers different professional viewpoints then moves to consider solutions to the problem. For die FemUniversitat the solution is not pragmatically driven but rather requires a theoretical research base.  相似文献   

National linguistic minorities: The Franco-Ontarian educational renaissance   总被引：1，自引：0，他引：1  

Stacy Churchill 《Prospects》1976,6(3):439-449

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Predicting parental involvement in children's schooling within an economically disadvantaged African American sample     

Stacy Overstreet  Joel Devine  Katherine Bevans  Yael Efreom 《Psychology in the schools》2005,42(1):101-111

Predictors of parental school involvement were examined within a sample of 159 economically disadvantaged, African American parents living in an urban setting. School involvement was defined in terms of parent activity within the school. Parent demographics, attitudes about education, and community engagement behaviors as well as parent perceptions of school receptivity to parental involvement were evaluated as predictors of school involvement. Predictors of school involvement were examined separately for parents of elementary school students and for parents of middle and high school students. Results indicated that school receptivity was the strongest predictor of parental school involvement within both groups of parents. In addition, parental educational aspirations for the child and community engagement behaviors were significant predictors for both groups of parents. Parent level of employment was a significant predictor of school involvement only for parents of middle/high school students. Implications for school psychologists based on the findings are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 101–111, 2005.  相似文献