racial balancing in harrisburg,achievement and attitudinal changes     

joan s. beers  francis j. reardon 《Equity & Excellence in Education》2013,46(5):35-38

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The Network Workbench and Constructivism: Learning Protocols by Programming     

J. Mark Pullen 《Computer Science Education》2013,23(3):189-202

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DIRECT NON‐VIOLENT ACTION AND THE LAW     

Rev. Robert F. Drinan S.J. 《Equity & Excellence in Education》2013,46(4):8-13

This article was delivered as the plenary address at the Massachusetts Association for Bilingual Education Annual Conference, November, 1986. The style of the speech has been preserved.  相似文献   

Teacher education students' reflections on how problem‐based learning has changed their mental models about teaching and learning     

Helen Askell‐Williams  Rosalind Murray‐Harvey  Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263

Abstract

Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices.  相似文献   

Methods classes and professional development schools: The overlooked semester     

M. Jayne Fleener  Pamela G. Fry 《The Teacher Educator》2013,48(3):39-44

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Implications for improving access and outcomes for individuals with disabilities in postsecondary distance education     

Weol Soon Kim‐Rupnow  Peter W. Dowrick  Laure S. Burke 《The American journal of distance education》2013,27(1):25-40

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The Freedom to Teach     

Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26

Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position.  相似文献   

Distance education copyright,intellectual property,and antitrust concerns     

Kenneth D. Smith  John Paul Eddy  Thomas C. Richards  Paul N. Dixon 《The American journal of distance education》2013,27(2):5-13

Abstract

An empirical examination of accredited American higher education institutions was conducted to obtain baseline data regarding distance education copyright, intellectual property, and antitrust concerns. Additionally, a multiple‐case study involving ten of the top thirty accredited distance education institutions in America was conducted. Policy approaches were examined for all institutions, and differences were discussed between public and private institutions as well as between the following Carnegie Classification institutions: Research I and II, Doctorate I and II, and Master's I and II. Data indicated that, out of the schools surveyed, 22% of the institutions in these Carnegie Classification categories published copyright and intellectual property policies on their institution's Web site. In the case study, it was found that 90% of the institutions centrally controlled their distance education program administration as well as the copyright and intellectual property policies related to it.  相似文献   

(6) Commercial libraries     

C. W. Black 《International Information and Library Review》2013,45(4):485-492

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Knowing and teaching science: the constructivist paradox     

W. Louden  J. Wallace 《International Journal of Science Education》2013,35(6):649-657

This paper addresses the parallel between the changes in students' and teachers' learning advocated by constructivist science educators. It begins with a summary of the epistemology of constructivism and uses a vignette drawn from a set of case studies to explore the impact of a constructivist science in‐service programme on an experienced and formal elementary science teacher. Judged by constructivist standards, the teacher described in the vignette makes very little progress. The irony of applying a constructivist critique to his work, however, is that it fails to treat the teachers' imperfect knowledge of teaching with the same respect as constructivists treat students' imperfect learning of science. The remainder of the paper explores this constructivist paradox, and suggests that‐like students' knowledge of science‐teachers' knowledge of constructivist science teaching is likely to grow through slow and gradual re‐formation of their established understanding of classroom theory and practice.  相似文献