Developing Singapore school leaders to handle complexity in times of uncertainty     

Pak Tee Ng 《Asia Pacific Education Review》2013,14(1):67-73

In times of uncertainty, university faculties have a duty to prepare school leaders to handle complexity, as the number of variables in the educational system and the interactivity of variables increase exponentially. The Leaders in Education Program (LEP) is a 6-month full-time program at the Singapore National Institute of Education (NIE, which is a part of Nanyang Technological University). The LEP aims to prepare especially selected vice-principals and ministry officers in Singapore for school leadership. The LEP is a collaborative effort between the NIE and the Ministry of Education, an example of a university–government partnership in program development. This article describes the efforts of the LEP in developing the ability of school leaders to deal with complexity. It also examines in detail one particular component of the LEP, the Creative Action Project, to illustrate how this is done in practice, and analyzes the views of participants on their learning through the project.  相似文献   

Three Levels of Goal Orientation in Learning     

Evelyn Ng  Carl Bereiter 《学习科学杂志》2013,22(3-4):243-271

Sixteen adult volunteers provided thinking-aloud protocols while undergoing a 10-hr individually administered course in BASIC (beginner's all-purpose symbolic instruction code) programming. Three levels of goals were identified as operative in the learning situation: task-completion goals, instructional goals, and personal knowledge-building goals. Although protocol statements indicating knowledge-building goals were infrequent, students exhibiting a relatively high proportion of them were distinctive in several ways. They did significantly better on a posttest. Their performance in goal cue selections differed from that of other participants in ways consistent with their orientation: They responded more often to learning goal cues than to task goal cues. They actively related new learning to prior knowledge and they posed and tried to solve problems and questions. Students oriented toward instructional goals tended to focus on what was explicitly taught. Students oriented toward task-completion goals tended to equate learning with successful completion of assigned tasks. Level of goal orientation and posttest performance were unrelated to level of education and prior computer experience but were positively related to previous experience of independent learning.  相似文献   

Identifying the required knowledge elements for the effective detection,investigation, and prosecution of high technology crime: The perspective of academe     

Larry J. Myers  Laura B. Myers 《Journal of Criminal Justice Education》2013,24(2):245-267

This is a selective bibliography of 89 references on recruitment of minority students and faculty for graduate and professional schools and programs. Education, social sciences, and law literature were scanned for the years 1981 to 1991. Resources on recruitment in graduate and professional education are included, as well as a few relevant references of somewhat broader scope on diversity in higher education. This bibliography is divided into two parts: Part 1 is on student recruitment, Part 2 on faculty recruitment. Each part is subdivided into three sections—general literature, strategies and programs, and literature pertaining to particular fields of study or professions.  相似文献   

IMPACT OF FULL-TIME VERSUS PART-TIME INSTRUCTOR STATUS ON COLLEGE STUDENT RETENTION AND ACADEMIC PERFORMANCE IN SEQUENTIAL COURSES     

Larry A. Burgess  Carl Samuels 《Community College Journal of Research & Practice》2013,37(5):487-498

The primary purpose of this study was to examine the relation between full - time or part - time instructor status and college student retention and academic performance in sequential courses . Results indicate that for either developmental or regular courses, college students who take the first course in a sequence from a part - time instructor , and who take the second course in the sequence from a full - time instructor seem underprepared for the second course. By contrast to students experiencing other instructor status combinations (part - time / part - time , full - time / part - time , or full - time / full - time), these students are significantly less likely to either complete or achieve a grade of "C" or better in the second course. Sequential course instructor status, therefore, seems to be a predictor of college student success. Implications for practice pertaining to further research, college students, and institutions are discussed.  相似文献   

Rock Collection: History and Ideology at the Rock & Roll Hall of Fame     

Larry Juchartz  Christy Rishoi 《Review of Education, Pedagogy & Cultural Studies》2013,35(2-3):311-332

  相似文献   

Still Missing? History Chapters in Introductory Early Childhood Education Textbooks From the 1990s to the 2010s     

Larry Prochner  Sherry Woitte 《Journal of Early Childhood Teacher Education》2013,34(4):374-389

This article compares history chapters in recent introductory early childhood education textbooks with those from an earlier study, reviewing history chapters on four dimensions: the rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Ten textbooks are reviewed, including six from the original study that are still in publication. Foundation textbooks are described as important sources of knowledge for beginning students. In the earlier study, the dominant story was derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. A notable current trend is identified, that textbooks have improved their attention to international and non-Western developments. Nevertheless, while there is some evidence of a change in the presentation of history in the textbooks in the current survey, the article concludes by identifying some missing pieces, as in the original survey.  相似文献   

MISSING PIECES: A REVIEW OF HISTORY CHAPTERS IN INTRODUCTORY EARLY CHILDHOOD EDUCATION TEXTBOOKS     

Larry Prochner 《Journal of Early Childhood Teacher Education》2013,34(1):31-42

The results of a survey of history chapters in thirteen recent introductory early childhood education textbooks are presented in this paper. The chapters were reviewed on four dimensions: The rationale for the study of history, the dominant story of the history, the facts of the history, and the image of the history. Textbooks are described as important sources of knowledge for beginning students. While the facts of the history in textbooks are mostly accurate, the dominant story is derived mainly from the contributions of “giant thinkers” in psychology, education, and philosophy. The article concludes by recommending increased attention to the missing pieces of ECE history. Three examples are given: the role of caring knowledge, international perspectives, and the relation of preschool to school history.  相似文献   

Kidney function change after transcatheter aortic valve replacement in patients with diabetes and/or hypertension     

Jiaqi FAN  Changjie YU  Kaida REN  Wanbing LIN  Stella NG  Zexin CHEN  Xinping LIN  Lihan WANG  Qifeng ZHU  Yuxin HE  Jubo JIANG  Xianbao LIU  Jian'an WANG 《Journal of Zhejiang University. Science. B》2021,22(3):241-247

Aortic stenosis(AS)is a progressive heart valve disease occurring predominantly in older patients.According to a survey in a western country,the prevalence of AS is nearly 6.4%in patients over 75 years old(Carabello and Paulus,2009).Transcatheter aortic valve replacement(TAVR)is an alternative method for AS patients.Previous studies have described how up to 66%of TAVR patients have concomitant baseline kidney dysfunction(Ferro et al.,2015;Gargiulo et al.,2015).The majority of patients can benefit from the TAVR procedure with the recovery of kidney function.  相似文献   

Self-schematic students in mathematics and their contrasting coping responses to mathematical challenges: a cluster analytic investigation     

Ng  Clarence 《Educational Studies in Mathematics》2021,107(2):315-338

Educational Studies in Mathematics - Mathematics self-schemas are students’ cognitive generalisations of their selves in learning mathematics (Ng in Educational Psychology, 34(6),...  相似文献   

Preschool Children's Social Interactions Involving Moral and Prudential Transgressions: An Observational Study     

Marie S. Tisak  Larry P. Nucci  Amanda M. Jankowski 《Early education and development》1996,7(2):137-148

Preschool children's social interactions with teachers and peers were observed in the context of moral and prudential events. Twenty groups of children were observed during free play for a total of 164 hours (8 hours per each group). Four types of moral transgressions were observed: physical harm, psychological harm, property loss, and property damage. The majority of the moral transgressions pertained to physical harm and property loss. There were equal frequencies of both moral and prudential physical harm acts; Moral physical harm acts resulted in actual harm; whereas, prudential acts were only potentially harmful. Teachers responded differently to moral and prudential rule violations. Gender differences were noted with regard to instigator, victim teachers' responses, and victims' responses.  相似文献