A model for incorporating lesson study into the student teaching placement: what worked and what did not?     

Theresa Gurl 《Educational studies》2011,37(5):523-528

This article describes a model for incorporating lesson study into the student teaching placement and reports on the success of the implementation of such a model with student teachers and their cooperating teachers (CTs). Student teachers had the opportunity to discuss many important ideas with each other and their CTs, including “big ideas” of mathematics, and the anticipation of student questions and possible responses. Student teachers also had a built‐in opportunity for peer observation on a regular basis and the opportunity to collaborate with their peers. Certain important aspects of lesson study were not present in this implementation: the teachers involved did not discuss the gaps in their own knowledge with the goal of improving their own mathematical understanding, they did not refer outside sources for ideas for the lessons, and they did not have an overarching affective goal for students. Suggestions are made for teacher preparation in light of these findings.  相似文献   

Computer Literacy Needs in a Traditional Library Literacy Program: Results of a Needs Analysis     

Theresa A. Cullen  Inger C. Cobb 《TechTrends》2011,55(6):25-32

This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were asked to complete a survey themselves and assist their tutees to complete one. Results of this study offer insights into the incorporation of digital literacy into traditional adult literacy programs focusing on the needs, wants, and support systems of user groups.  相似文献   

The implications of academic enterprise for public science: An overview of the empirical evidence     

Maria Theresa Larsen 《Research Policy》2011,40(1):6-19

Concerns have been raised that the growing emphasis on the commercial value of academic research may have negative, unintended consequences, notably that it may have a deleterious effect on the production and dissemination of scientific knowledge or on the open-ended nature of public science. These concerns have catalyzed an expanding set of empirical studies, the evidence from which is vast and mixed. We review this body of investigative work, teasing out some preliminary conclusions regarding the broader implications of academic enterprise and promising avenues for further research.  相似文献   

Implications of legal and organizational issues for urban digital government development     

Anthony M. Cresswell  Theresa A. Pardo 《Government Information Quarterly》2001,18(4):753

This paper discusses implications of the convergence of legal and organizational issues in the context of developing and implementing digital government projects in large urban settings. By the convergence of legal and organizational issues we refer to two important aspects of urban government: (1) the close relationship between legal/policy structures and the way government is organized and functions, and (2) the way the legal/policy elements interact with organizational dynamics and work cultures to influence digital government projects (and government activities generally). It is our contention that convergence in the organizational and legal/policy context is a powerful determinant of how these projects develop and how likely they are to succeed. Therefore the understanding of this convergence and related dynamics is critically important to planning and designing both policy to promote digital government and particular digital government projects themselves. Illustrations of this convergence and its consequences are presented. They are based on research involving two digital government projects in urban settings: development of a management information system for homeless shelter administration and a developing a system for sharing information among New York City agencies.  相似文献   

The cipher of the zodiac     

Robert Fox  Charles C. Gillispie  Theresa Levitt  David Aubin  Jed Z. Buchwald  Diane Greco Josefowicz 《Metascience》2012,21(3):509-530

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Supporting Collaborative Reflections: Case Writing inanUrban PDS     

Joan Whipp  Caren Wesson  Theresa Wiley 《Teaching Education》2013,24(1):127-134

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Sensemaking and social processes in digital government projects     

Luis Felipe Luna-Reyes  David F. Andersen  Laura J. Black  Theresa A. Pardo 《Government Information Quarterly》2021,38(2):101570

This research identifies main feedback dynamics associated with social processes necessary to make sense of ambiguous project goals, typical of large digital government projects. The study reports on findings from a case analysis using participatory approaches in system dynamics, based on a digital government project integrating information systems of New York's criminal justice agencies. Findings stress the importance of visuals in the sensemaking process that results from the interaction of technical and social outcomes produced through identifying and continuously re-interpreting main project issues and goals. Project analyses suggest that requisite elements of successfully managing this type of project include 1) facilitation that enables diversity of ideas, 2) shared visuals and re-presentations of participants' efforts to work on the issues, and 3) iterative social construction of objectives, progress, and valid processes for doing the work; each of these plays a role in three different feedback processes sustaining (or undermining) the group engagement needed to yield successful integrative work. The study contributes to the literature in digital government by introducing the lenses of people-centered project management processes, an emerging approach in project management, to underscore the role of social processes in technical projects.  相似文献   

Mother-child and father-child mutually responsive orientation in the first 2 years and children's outcomes at preschool age: mechanisms of influence.     

Grazyna Kochanska  Nazan Aksan  Theresa R Prisco  Erin E Adams 《Child development》2008,79(1):30-44

Mechanisms accounting for the effects of mutually responsive orientation (MRO) at 7, 15, and 25 months in 102 mother-child and father-child dyads on child internalization and self-regulation at 52 months were examined. Two mediators at 38 months were tested: parental power assertion and child self-representation. For mother-child relationships, the causal pathway involving power assertion was supported for both outcomes. Diminished power assertion fully mediated beneficial effect of mother-child MRO on internalization and partially mediated its effect on self-regulation. For father-child relationships, MRO predicted self-regulation, but the mediational paths were unsupported. Paternal power assertion correlated negatively with both outcomes but was not a mediator. Although MRO with both parents correlated with child self-representation, and it correlated with self-regulation, this mediational path was unsupported.  相似文献   

What is a real story? Investigating the perceptions of Key Stage One children   总被引：1，自引：0，他引：1  

Jacqueline Harrett Corresponding author Senior Lecturer Primary English  Theresa Benjamin 《Early Years: An International Journal of Research and Development》2005,25(1):31-42

This small‐scale piece of research stemmed from a larger study on oral storytelling and the responses of children to stories told and read to them. In the larger study several children expressed preferences for stories from picture books, as told stories were not real stories. This concept of real stories and what constitutes a real story in the eyes of an infant child, aged between five and seven years, is what led to the basis of the research. One hundred and thirty‐five children between the ages of five and seven years old were involved in the research. The investigation was conducted in three different schools in South Wales, UK. It was hoped that the research would give some insights into the literacy habits of children today. The children were asked some basic questions about home practices relating to storytelling and story‐reading and about preferences in relation to oral stories and picture books. Finally they were asked if they thought oral tales were real stories. This essay gives an overview of some of the literacy practices of the children and deliberates on their comments as they wrestle with the concept of a real story.  相似文献   

Lesbian,gay, bisexual,and transgender college students with disabilities: A look at multiple cultural minorities     

Debra A. Harley  Theresa M. Nowak  Linda J. Gassaway  Todd A. Savage 《Psychology in the schools》2002,39(5):525-538

College students with disabilities who are lesbian, gay, bisexual, or transgender (LGBT) represent diverse cultural minorities with multiple service needs involving disabilities, identities, and adjustment strategies. These students are usually accommodated in the college environment because of their disability while simultaneously marginalized based on their sexual orientation. This article discusses LGBT college students with disabilities as multiple cultural minorities with a focus on educational environments, institutional issues, and strategies for university personnel. © 2002 Wiley Periodicals, Inc.  相似文献