Parents’ and teachers’ perceptions of quality in Portuguese childcare classrooms     

Sílvia Barros  Teresa B. Leal 《European Journal of Psychology of Education - EJPE》2015,30(2):209-226

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Research Training Needs of Scientist‐Practitioners: Implications for Counselor Education          下载免费PDF全文

Christina Hamme Peterson  Sean B. Hall  Juleen K. Buser 《Counselor Education & Supervision》2016,55(2):80-94

Counselors (N = 911) reported the research skills needed for practice and subsequent research training needs. Findings indicate that counselors have a high need for research skills at work, but training needs differ significantly by counselor type. Recommendations include increasing emphasis on single‐case design, survey design, and widely available data analysis tools.  相似文献   

Promoting health literacy among non-science undergraduates     

Rebecca B. Carver 《Science & Education》2016,25(5-6):737-740

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How to deal with complex technology and its unexpected effects?     

Tom Børsen 《Metascience》2017,26(3):421-424

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How teacher and students study ‘all that matters’ in high school chemistry     

Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023

This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice.  相似文献   

The Effect of a National Initiative on Exam Results     

P.B. Tymms  C.T. Fitz‐Gibbon  J.J.C. McCabe  R.D. Hazelwood 《School Effectiveness & School Improvement》2013,24(4):281-298

ABSTRACT

This paper considers the examination results of TVEI and non TVEI pupils in the database established at the University of Newcastle in 1985‐87. The pupils took national exams in the summer of 1987, when they were about 16 years old. Their average grades (Exam Means) and their accumulated grades (Exam Totals) were considered separately.

The Exam Mean and Exam Total scores were generally worse for TVEI than non TVEI pupils, even when pupils with the same ability test scores and aspirational scores were compared. However, it is possible that non TVEI factors caused the discrepancy in results and it is these factors which are the subjects of this paper.

The paper considers firstly whether the differences are an artefact of regression analysis. Secondly, the data are considered using various multilevel models. Both analyses suggest that there was no TVEI effect on the Exam Mean score and a negative TVEI effect on the Exam Total. Various explanations for these findings, concerning internal school allocational and curriculum policies, are considered and discussed.  相似文献   

An intervention in the Halliwick Method procedures (swimming) for a group of individuals with Downs syndrome     

D. Kokaridas  N. Aggelopoulou-Sakadami  B. Walters 《欧洲特需教育杂志》2013,28(2):218-231

The purpose of this study was to intervene in the process of the Halliwick Method (swimming), in order to improve the method, or some of its aspects, for a sample of 14 individuals with Downs syndrome (aged six to 21 years), using both an individualized educational setting approach and a differentiation of the elements of the Halliwick Method. The pre-intervention phase included medical examination, IQ, measurement of the behaviour according to the Rutter Scale and a Test of Physical Performance for each subject. Next, the subjects were assigned to seven pairs of case studies, where each individual following a Halliwick Methods swimming programme was paired with an individual following a modified swimming programme based on the same method, on physical health variables, IQ, behaviour and motor abilities. The duration of each swimming programme was 24 weeks for each individual, at a frequency of once per week, for 40 minutes. In the light of the findings of this study, further recommendations for the improvement of Halliwick Method procedures were made, common factors that affected the performance of each individual were identified and their relation with performance was explored.  相似文献   

Linking Mind,Brain, and Education to Clinical Practice: A Proposal for Transdisciplinary Collaboration     

Katie Ronstadt  Paul B. Yellin 《Mind, Brain, and Education》2010,4(3):95-101

It has been suggested that the field of Mind, Brain, and Education (MBE) requires a stable infrastructure for translating research into practice. Hinton and Fischer (2008) point to the academic medical center as a model for similar translational work and suggest a similar approach for linking scientists to research schools. We propose expanding their model to include a formal role for clinicians. Including clinicians who work with children with learning problems brings an important perspective to the translational work. For example, the integration of the concept of “differential diagnosis,” a core precept in clinical medicine, would bring needed diagnostic specificity to the field of MBE. We describe a virtual infrastructure for collaboration, or “collaboratory,” consisting of research scientists, educators, and clinicians, linked to an academic institution. We anticipate that MBE graduates can play a critical role in the collaboratory model. With additional training, they can become “neuroeducators” capable of moving comfortably among the disciplines, building linkages, fostering communication, and facilitating collaboration.  相似文献   

Teacher Beliefs in Action: A Cross-Sectional,Longitudinal Follow-Up Study of Teachers' Personal Practical Theories     

Barbara B. Levin  Ye He  Melony Holyfield Allen 《The Teacher Educator》2013,48(3):201-217

Based on a cross-sectional, longitudinal follow-up study of graduates from our master's-level elementary education program, in this article we examined changes in espoused beliefs elicited in the form of personal practical theories (PPTs) of three graduates with 2, 4, and 6 years of experience teaching in the same partnership school where they did their student teaching. We compared their original PPTs collected during their teacher education program with their current PPTs elicited in follow-up interviews, and then observed their classroom practices. Case summaries of these teachers are presented, and analysis and implications focus on changes in their PPTs, how their PPTs played out in their classrooms, and perceived barriers and supports to enacting their beliefs.  相似文献   

INNER CITY PARENTS’ PROGRAM FOR QUALITY EDUCATION IN DETROIT INNER CITY SCHOOLS     

Rev. Albert B. Cleage Jr. 《Equity & Excellence in Education》2013,46(4):38-45

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