Language,culture and identity at the nexus of professional learning     

Letitia Hochstrasser Fickel  Christine Henderson  Gaylene Price 《Educational research; a review for teachers and all concerned with progress in education》2017,59(4):391-407

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Should authors pay publishers? The desperation of the new paradigm     

Albert Henderson 《Publishing Research Quarterly》1998,14(4):3-8

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Glass-making     

C. Hanford Henderson 《Journal of The Franklin Institute》1887,124(3):199-224

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Examining the use of theory within educational technology and media research     

Scott Bulfin  Michael Henderson  Nicola Johnson 《Learning, Media and Technology》2013,38(3):337-344

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 ‘research active’ academic researchers working in the broad area of educational technology and educational media. The paper explores their use (and non-use) of theory.  相似文献   

Refocusing Reference Services Outside the Library Building: One Library's Experience     

Irene M. Lubker  Margaret E. Henderson  Catharine S. Canevari  Barbara A. Wright 《Medical reference services quarterly》2013,32(3):218-228

In response to changing user needs, the library sought ways to meet new challenges and engage users outside of the building. Librarians were removed from the service desk in order to offer support at locations around campus. The service desk in the library was staffed primarily by paraprofessionals with librarians providing support as needed. Targeted staff training was offered, and different scheduling models were used over a period of time. Restructuring the service desk was a complicated endeavor but provided a number of benefits including expansion of services. Along the way, challenges were met and recognized as learning opportunities.  相似文献   

Faculty Grading of Quantitative Problems: A Mismatch between Values and Practice     

Heather L. Petcovic  Herb Fynewever  Charles Henderson  Jacinta M. Mutambuki  Jeffrey A. Barney 《Research in Science Education》2013,43(2):437-455

Grading practices can send a powerful message to students about course expectations. A study by Henderson et al. (American Journal of Physics 72:164–169, 2004) in physics education has identified a misalignment between what college instructors say they value and their actual scoring of quantitative student solutions. This work identified three values that guide grading decisions: (1) a desire to see students’ reasoning, (2) a readiness to deduct points from solutions with obvious errors and a reluctance to deduct points from solutions that might be correct, and (3) a tendency to assume correct reasoning when solutions are ambiguous. These authors propose that when values are in conflict, the conflict is resolved by placing the burden of proof on either the instructor or the student. Here, we extend the results of the physics study to earth science (n?=?7) and chemistry (n?=?10) instructors in a think-aloud interview study. Our results suggest that both the previously identified three values and the misalignment between values and grading practices exist among science faculty more generally. Furthermore, we identified a fourth value not previously recognized. Although all of the faculty across both studies stated that they valued seeing student reasoning, the combined effect suggests that only 49% of faculty across the three disciplines graded work in such a way that would actually encourage students to show their reasoning, and 34% of instructors could be viewed as penalizing students for showing their work. This research may contribute toward a better alignment between values and practice in faculty development.  相似文献   

Teaching with emotional intelligence: a step by step guide for higher and further educational professionals     

Robyn Henderson 《Studies in Continuing Education》2013,35(1):121-122

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On the explosion of steam boilers     

Wm.M. Henderson 《Journal of The Franklin Institute》1872,93(1):35-47

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Student teachers report on the influence of cultural values on classroom practice and community involvement: Perspectives from the Navajo reservation and from abroad     

Laura L. Stachowski  Jayson W. Richardson  Michelle Henderson 《The Teacher Educator》2013,48(1):52-63

Abstract

Student teachers in schools on the Navajo Reservation and seven foreign nations reported on the influence of host culture values, beliefs, and traditions on their classroom practice and community involvement. Among the values they identified were traditional lifestyle, clan/family, sharing/reciprocity, superstitions/taboos, sports/competition, and education. Furthermore, the student teachers described their application of these values in a range of professional, social, and personal ways. The combined data demonstrate that cultural study and learning can and should be an integral part of teacher education programs, including the field‐based components. Requiring student teachers to examine the values operating in their placement communities and to seek ways in which they can incorporate these values into their own actions prepares them to become culturally responsive educators who will embrace the diversity in schools and communities.  相似文献   

Special education for the emotionally disturbed     

E W Schultz  A Hirshoren  A B Manton  R A Henderson 《Exceptional children》1971,38(4):313-319

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