Contemporary Scientists and their Interactions with Non-Scientists: Alternative Companion Stories for School Curricula     

Smith  Dorothy V.  Mulhall  Pamela J.  Hart  Christina E.  Gunstone  Richard F. 《Research in Science Education》2020,50(5):2111-2130

Research in Science Education - Students learn more than science knowledge in a science classroom; they also acquire important messages about the purposes and contexts of science. Roberts (2011)...  相似文献   

Decision Making in an Integrated Business Process Context: Learning Using an ERP Simulation Game     

Timothy Paul Cronan  David E. Douglas  Omar Alnuaimi  Pamela J. Schmidt 《Decision Sciences Journal of Innovative Education》2011,9(2):227-234

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Public school size and Hispanic student achievement in Texas: a 5-year analysis     

Pamela Zoda  John R. Slate  Julie P. Combs 《Educational Research for Policy and Practice》2011,10(3):171-188

In this study, the researchers examined 5 years of Texas statewide data concerning elementary school size and Hispanic student performance on three state-mandated assessments in reading, mathematics, and writing. For each year of data analyzed here, student data from more than 1,200 elementary schools. After collapsing elementary schools into three sizes (i.e., very small <400 students; small 400–799 students; and large 800–1,199 students), multivariate statistical procedures revealed the presence of statistically significant differences in Hispanic student performance in reading, mathematics, and writing across all 5 years of data analyzed. In almost every analysis, Hispanic students in large elementary schools outperformed Hispanic students in very small elementary schools in reading, mathematics, and in writing. As such, our findings are in disagreement with other studies. Implications are discussed.  相似文献   

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation     

Catie A. Greene  Amy E. Williams  Pamela N. Harris  Sterling P. Travis  Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.  相似文献   

Exploiting the Links between Theory and Practice: Developing Students' Cross-cultural Understanding through an International Study Tour to China     

Kate Hutchings  Pamela Jackson  Rob McEllister 《高等教育研究与发展》2002,21(1):55-71

This paper describes and critiques a study tour to China of undergraduate and postgraduate business students in a large business faculty in a university with an emerging focus on internationalisation through building links with global business and industry. The study tour was designed to fit with the emerging trend towards internationalisation of business education wherein universities perceive themselves as being international universities based in one city rather than city-based universities who have international students. The literature on the difficulties of cross-cultural understanding and adjustment when business people sojourn to other countries is well documented. Yet, the same difficulties being encountered by students on short-term cultural immersion tours are yet to be adequately documented. This paper serves to address this gap in the literature by examining the experiences of 50 Australian and international students when confronted with a three week immersion into China's business, cultural and social practices. The paper explores the contributions of the study tour to academic understanding of globalisation.  相似文献   

UNDERSTANDING THE OTHER/UNDERSTANDING OURSELVES: TOWARD A CONSTRUCTIVE DIALOGUE ABOUT "PRINCIPLES' IN EDUCATIONAL RESEARCH     

Pamela A. Moss 《Educational theory》2005,55(3):263-283

The recent federal interest in advancing "scientifically based research," along with the National Research Council's 2002 report Scientific Research in Education ( SRE ), have provided space and impetus for a more general dialogue across discourse boundaries within the field of educational research. The goal of this article is to develop and illustrate principles for an educative dialogue across research discourses. I have turned to Gadamer's philosophical hermeneutics and the critical dialogue that surrounds it to seek guidance about how we might better understand one another's perspectives and learn more about ourselves through the encounter. To illustrate these principles, I consider the dialogue between SRE authors and critics that was published in Educational Researcher shortly after the release of the report. I focus in particular on one of the many issues about which misunderstandings seem to arise — the nature, status, and role of generalizations — and point to some instructive challenges that each of the articles seems to raise for the others. Finally, I propose what I argue is a more prudent aspiration for general principles in educational research: developing the principles through which open critique and debate across differences might occur and through which sound decisions about particular programs for research might be made.  相似文献   

Science Education Research in the Caribbean: Retrospect and Prospect     

Pamela Fraser-Abder 《Studies in Science Education》2013,49(1):219-227

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Does regional disadvantage affect health-related sport and physical activity level? A multi-level analysis of individual behaviour     

Pamela Wicker  Paul Downward  Fernando Lera-López 《European Journal of Sport Science》2017,17(10):1350-1359

This study examines the role of regional government quality in health-related participation in sport and physical activity among adults (18–64 years) in 28 European countries. The importance of the analysis rests in the relative autonomy that regional and local governments have over policy decisions connected with sport and physical activity. While existing studies have focussed on economic and infrastructural investment and expenditure, this research investigates the quality of regional governments across 208 regions within 28 European countries. The individual-level data stem from the 2013 Eurobarometer 80.2 (n?=?18,675) and were combined with regional-level data from Eurostat. An individual's level of participation in sport and physical activity was measured by three variables reflecting whether an individual's activity level is below, meets, or exceeds the recommendations of the World Health Organization. The results of multi-level analyses reveal that regional government quality has a significant and positive association with individual participation in sport and physical activity at a level meeting or exceeding the guidelines. The impact is much larger than that of regional gross domestic product per capita, indicating that regional disadvantage in terms of political quality is more relevant than being disadvantaged in terms of economic wealth.  相似文献   

An Investigation into the Nature of Inclusion Problem-Solving Teams     

Pamela Williamson  James McLeskey 《The Teacher Educator》2013,48(4):316-334

This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed.  相似文献   

An investigation into some factors affecting the reactions of primary teachers in their first year on probation in the primary school     

Pamela O'Siorain 《Irish Educational Studies》2013,32(1):270-286

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