What are they asking? An analysis of the questions planned by prospective teachers when integrating literature in mathematics     

Barbara Purdum-Cassidy  Suzanne Nesmith  Rachelle D. Meyer  Sandi Cooper 《Journal of Mathematics Teacher Education》2015,18(1):79-99

  相似文献   

Organizational identity challenges in a post-merger context: A case study of an information system implementation project     

Dragos Vieru  Suzanne Rivard 《International Journal of Information Management》2014

This study examines the effects of the differences in organizational identities that emerged during a post-merger project that aimed at unifying the laboratory services of a large healthcare center that resulted from the merging of three hospitals by supporting them with a unique information system. We draw on the concepts of organizational identity and sensemaking to analyze the laboratory information system implementation project. Organizational identity is conceptualized as the mental representation that organizational members have of themselves as a social group in terms of practices, norms, and values and how they understand themselves to be different from members of other organizations. Data analysis suggests that divergent organizational identities and team members’ alternative interpretations of others’ practices, norms and organizational symbols, coexist during the post-merger integration phase. These interpretations are reflected in the final functionality of the information system that was different from the planned one.  相似文献   

Implementing a Constructivist Approach in Higher Education with Early Childhood Educators     

Linda J. Bufkin  Suzanne Bryde 《Journal of Early Childhood Teacher Education》2013,34(2):58-65

  相似文献   

Education policy reforms: problems and prospects     

Yusuf Sayed  Nitya Rao  Paul Morris 《Compare》2012,42(1):1-4

  相似文献   

Academic outcomes from between-class achievement grouping: the Australian primary context     

Suzanne Macqueen 《The Australian Educational Researcher》2012,39(1):59-73

Grouping students by academic achievement level has been practised in a wide variety of forms and contexts for over a century. Despite a general consensus in the research that between-class achievement grouping provides no overall benefit for students, the practice has persisted in various guises. Between-class achievement grouping is common in high schools, and is also practised in a number of primary schools in various countries. While the affective outcomes of such practices have been investigated recently, academic outcomes at primary level have not been studied in recent decades. This paper examines the academic outcomes of between-class achievement grouping in literacy and numeracy classes in Australian primary schools. Results from standardised tests are compared between two groups of schools—one regroups students for these areas, and one maintains mixed-achievement classes. It is argued that the current regrouping practice closely resembles streaming and provides no apparent academic advantage for students.  相似文献   

The fayette,no cost,no credit workshop     

Morris E. Mitchell 《Peabody Journal of Education》2013,88(1):412-416

  相似文献   

ESSAY REVIEW     

Suzanne C. Toton 《Religious education (Chicago, Ill.)》2013,108(3):478-493

  相似文献   

Quality,diversity and lesson learning in international education     

Yusuf Sayed  Paul Morris  Nitya Rao 《Compare》2011,41(3):307-310

  相似文献   

Implications of Cognitive Psychology for Measurement and Testing: Assessing Students' Knowledge Structures     

Suzanne Lane 《Educational Measurement》1991,10(1):31-33

  相似文献   

Open publishing     

Sally Morris 《Learned Publishing》2003,16(3):171-176

There is increasing pressure from academia to make the results of publicly funded research freely available to all. Preprint archives have grown up in some disciplines, and institutional archives are now being developed. While openly accessible preprints seem to have damaged publishers less than was originally feared, the final published versions of articles – when combined with sophisticated retrieval software – may turn out to be a different matter. Publishers have already done much to make their content more accessible through bundling, consortia licensing, access for less‐developed countries, more liberal customer and author agreements, and collective licensing. Some are experimenting with open access journals, although this may not work in all disciplines. It seems clear, however, that there are elements of value in journals themselves, and in the functions performed by journal publishers, which should survive.  相似文献