Standard and visual administrations of the concept mastery test     

H. A. Curtis  R. P. Kropp 《Educational technology research and development : ETR & D》1962,10(1):38-42

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BIG CHANGE QUESTIONS. "SHOULD LARGE-SCALE ASSESSMENT BE USED FOR ACCOUNTABILITY?" -- The Fusion of Pressure and Support     

Michael Barber  Vicki Phillips 《Journal of Educational Change》2000,1(3):277-281

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A Case Study of Liberal Arts Colleges in the 21st Century: Understanding Organizational Change and Evolution in Higher Education     

Vicki L. Baker  Roger G. Baldwin 《Innovative Higher Education》2015,40(3):247-261

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Academic departments as networks of informal learning: faculty development at liberal arts colleges     

Meghan J. Pifer  Vicki L. Baker  Laura G. Lunsford 《International Journal for Academic Development》2015,20(2):178-192

In this article, we consider the role of departmental contexts and relationships in faculty work within liberal arts colleges. Knowledge about how departmental networks relate to success and satisfaction may inform the work of those who support faculty work in liberal arts colleges, as well as other institution types. Analysis of quantitative and qualitative survey data from faculty members at 13 liberal arts colleges in the US suggests that informal departmental relationships influence faculty experiences. Findings suggest that departmental leaders and colleagues are sources of professional development and support, but that counter-productive behaviours interfere with such support and foster negative workplace cultures.  相似文献   

A Shift to Inquiry: The Heart of Effective Teaching and Professional Development for the Twenty-First Century     

Vicki Bartolini  Karen Worth  Judy E. Jensen LaConte 《The New Educator》2014,10(1):53-61

This article explores how an experienced teacher navigates the demands of curriculum to implement her inquiry-centered teaching and learning philosophy, and how administrators along the way supported her during this change. Interviews with this classroom teacher surface suggestions for twenty-first-century professional development and support, including the development of equitable, intellectual, and trusting relationships between teachers and administrators, attitudes of curiosity and availability on the part of administrators, and the use of documentation to provide evidence and visibility of meaningful teaching and learning. This article invites teachers interested in change and administrators committed to supporting competent teachers to consider the strategies proposed.  相似文献   

Learning work: A critical pedagogy of work education : By et al. New York, NY: Bergin & Garvey, 1991. 199 pp. Price: U.S. $45.00 (cloth), $15.95 (paper).     

Curtis Miles 《Economics of Education Review》1993,12(4)

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Book reviews     

Eric H. Boehm  Thomas L. Bonn  Beth Luey  Mary E. Curtis  James R. Squire  Boyd Childress  Anita Walker Scott  Paula T. Kaufman  Vicky Hay 《Publishing Research Quarterly》1990,6(2):75-87

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Still more extraneous     

Curtis Crawford 《Academic Questions》2002,16(1):7-8

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EDITORIAL OVERVIEW     

Mary Lou Rasmussen  Vicki Crowley 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):427-430

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Gender inclusive Curricula: A focus on two responses     

Vicki Mather 《Research in Science Education》1994,24(1):226-235

One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender inclusive’ within national curriculum development generally, and explore and analyse these different responses within the specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific purposes. Specializations: feminist theory, science education, technology education, technology curriculum development.  相似文献