Parent talk     

Willard Abraham 《Early Childhood Education Journal》1978,6(1):22-22

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The Fourth Interamerican Congress of Psychology Puerto Rico,December 1956     

Willard C. Olson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1957,3(4):497-498

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Utilizing Project-Based Learning and Competition to Develop Student Skills and Interest in Producing Quality Food Items   总被引：1，自引：1，他引：1  

K. Willard  M.W. Duffrin 《Journal of Food Science Education》2003,2(4):69-73

ABSTRACT: Project-based activities and competition incorporated into freshman-level introductory foods course can stimulate students' interest in producing quality food items and achieve positive learning outcomes. This paper describes one example of how project-based learning, with the element of competition, was integrated into a freshman-level introductory foods course for food and nutrition majors. The students reported that the team approach allowed them to enhance their communication, team-building, and problem-solving skills. Numerous other skills, such as food selection, menu costing, and food presentation were also developed as a result of the project. The project was a productive and enjoyable learning experience for both the students and the teacher.  相似文献   

Videotaping: A tool for enhancing the teacher’s understanding of cognitive science and teacher self-development     

George E. O’Brien  Willard W. Korth 《Journal of Science Teacher Education》1991,2(4):90-93

Follow-up research is required to investigate the effects of our beginning teacher preparation programs for secondary science teachers on classroom performance, student achievement, and higher order mental functioning of classroom teachers. Nevertheless, preliminary indications from working with students during the last several years show many encouraging outcomes among beginning teachers, including: increased knowledge of cognitive science, especially applications in instruction and learning; development of more analytical, self-directed classroom behavior; and enhanced capability of utilizing and powerful tool of video-taping for professional self-improvment.  相似文献   

Course Design Process to Create a Coordinated,Experiential, Integrated Core Operations Management Course for Business Majors     

Scott Hoefle  Willard B. Ott  Christopher M. Scherpereel  Susan K. Williams 《Decision Sciences Journal of Innovative Education》2020,18(2):249-269

We describe our process for transforming a traditional, core operations management/supply chain management (OM/SCM) course into an experiential, integrated, and coordinated course. We developed a vison to create a course that all business majors would find engaging and relevant and that faculty would teach consistently and at the same level of rigor. A primary result was three new learning outcomes that focused on concept integration across operations, the supply chain, and the business. We specifically focused on decision trade‐offs and the effects of OM/SCM decisions on other parts of operations, the supply chain, and the business. The redesigned course has been implemented for three semesters. Our experiences offer new insights for redesigning and coordinating an OM/SCM core course and a process that can be implemented in other redesign efforts.  相似文献   

Museum Accountability: Laws,Rules, Ethics,and Accreditation     

Willard L. Boyd 《Curator: The Museum Journal》1991,34(3):165-177

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THEORIES ABOUT TRAINING TEACHERS     

Willard B. Spalding 《Educational theory》1951,1(3):175-185

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Fifty years of LIS education in Australia: Academization of LIS educators in higher education institutions     

Concepción S. Wilson  Mary Anne Kennan  Patricia Willard  Sebastian K. Boell 《Library & information science research》2010

Extensive data document the distribution of library and information science (LIS) educators in Australia from 1959 to 2008: from a slow beginning in the 1960s, to rapid growth in the 1970s, relative stability in the 1980s, and a persistent decline from the 1990s. Other characteristics of Australian LIS educators over the 50-year period are presented, including: previous positions held before entering academia, what and where academic qualifications were obtained, academic positions/ranks by gender, mobility within Australian higher education institutions, and years spent as Australian LIS educators. Although there has been a steady decline in the number of Australian LIS educators since the 1990s, the level of academic qualifications and percentage with doctorates have risen, thus conforming to a major requirement of academia; however, the relative decline in junior academic positions is a worrying trend. The analysis of changed characteristics over time helps define who Australian LIS academics are, and additionally provides data that contributes to LIS academic workforce planning.  相似文献   

A Psychologist Looks at our 12 Pupil Case Histories     

Willard Beecher 《Clearing house (Menasha, Wis.)》2013,86(2):93-95

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Crime,History, and Hollywood: Learning Criminal Justice History through Major Motion Pictures     

Willard M. Oliver 《Journal of Criminal Justice Education》2013,24(3):420-439

In this article, the author discusses the pedagogical value of teaching a criminal justice history course through the use of major motion pictures. He examines the past use of film in academia, specifically the criminal justice academy, and highlights the gap in the literature associating historical films with criminal justice history. The article then proceeds to discuss the manner in which Hollywood often portrays history and include criminal justice history, and presents an example through the Steven Spielberg movie Amistad. The article also describes the author’s experience in creating and teaching a criminal justice history films course.  相似文献