MAXINE'S TABLE: CONNECTING ACTION WITH IMAGINATION IN THE THOUGHT OF MAXINE GREENE AND HANNAH ARENDT   总被引：1，自引：0，他引：1  

Teresa Wilson 《Educational theory》2003,53(2):203-220

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Assessment in Roman Education     

Teresa Morgan 《Assessment in Education: Principles, Policy & Practice》2001,8(1):11-24

This paper examines the content and institutions of Roman education, focusing particularly on the education associated with literacy and numeracy. It seeks to show how a widely standardised and highly socially embedded web of educational practices could function, without formal examinations, by means of high levels of competition and other less formal means of assessment. It considers the role of educational competition in defining and maintaining social élites and looks at the increasingly formal assessment of teachers in the later Roman empire.  相似文献   

Editorial     

Teresa Grainger 《Literacy》2001,35(2):45-46

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Camp for all connection: a community health information outreach project.     

Jeffrey T Huber  Teresa J Walsh  Beatriz Varman 《Journal of the Medical Library Association》2005,93(3):348-352

PURPOSE: The purpose of the Camp For All Connection project is to facilitate access to electronic health information resources at the Camp For All facility. SETTING/PARTICIPANTS/RESOURCES: Camp For All is a barrier-free camp working in partnership with organizations to enrich the lives of children and adults with chronic illnesses and disabilities and their families by providing camping and retreat experiences. The camp facility is located on 206 acres in Burton, Texas. The project partners are Texas Woman's University, Houston Academy of Medicine-Texas Medical Center Library, and Camp For All. BRIEF DESCRIPTION: The Camp For All Connection project placed Internet-connected workstations at the camp's health center in the main lodge and provided training in the use of electronic health information resources. A train-the-trainer approach was used to provide training to Camp For All staff. RESULTS/OUTCOME: Project workstations are being used by health care providers and camp staff for communication purposes and to make better informed health care decisions for Camp For All campers. EVALUATION METHOD: A post-training evaluation was administered at the end of the train-the-trainer session. In addition, a series of site visits and interviews was conducted with camp staff members involved in the project. The site visits and interviews allowed for ongoing dialog between project staff and project participants.  相似文献   

Editorial     

Teresa Grainger 《Literacy》2003,37(1):1-1

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Editorial     

Teresa Grainger 《Literacy》2002,36(1):1-3

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Boredom and schooling: a cross‐disciplinary exploration     

Teresa Belton 《Cambridge Journal of Education》2007,37(4):579-595

This paper undertakes a wide‐ranging exploration of the concept of boredom from contrasting perspectives across different disciplines with a view to informing the pedagogy of schooling. It notes the rise of the concept in recent times, and juxtaposes diverse views on the perceived forms, causes, effects and responses to boredom, along the way referring to implications for schooling. Based on this examination, the paper puts forward the idea that boredom needs to be recognized as a legitimate human emotion that can be central to learning and creativity. At the same time, it also points out that there is room to reimagine a pedagogy that can engage in a more informed manner with the complexity of the experience and concludes with an exploration of some concepts—autonomy and control, struggle and flow—which can help in this endeavour.  相似文献   

A Retrospective View of the National Board Certification Process     

Teresa M. Petty  Amy J. Good  Tina L. Heafner 《The Educational forum》2019,83(2):215-230

National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015 National Education Association (NEA). (2015). National Board Certification of Teachers. Retrieved from http://www.nea.org/home/31738.htm [Google Scholar]). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected via a survey, this study provides an overview of the perspectives of 496 National Board Certified Teachers centered on the Five Core Propositions of the National Board for Professional Teaching Standards. The findings of this study revealed statistical significance on teachers’ reported growth in areas such as leadership, effective instruction, and subject mastery as a result of NBC. Findings also suggest positive change on each of the Five Core Propositions, such as "teachers are committed to students and their learning," as reported by teachers.  相似文献   

Talking About Teaching Episodes     

Ricardo?NemirovskyEmail author  Cara?DiMattia  Branca?Ribeiro  Teresa?Lara-Meloy 《Journal of Mathematics Teacher Education》2005,8(5):363-392

This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes, and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used. We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings provide insight into how teachers are “seeing” classroom events in a video case study.  相似文献   

Concluding commentary: reimagining education research from indigenous elsewheres     

Teresa L. McCarty 《International journal of qualitative studies in education》2018,31(3):231-234

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