Research on pictorial illustration   总被引：6，自引：6，他引：0  

Seth Spaulding 《Educational technology research and development : ETR & D》1955,3(1):35-45

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Are teachers facing a crisis of identity?     

Seth Spaulding 《Prospects》1975,5(2):209-219

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Bad call     

S. Seth Bordner 《体育哲学杂志》2018,45(1):101-104

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Envisioning Our Practice: Examining and Interpreting Pedagogical Visions of Four Early Career Teacher Educators     

Margaret Vaughn  Seth A. Parsons  Roya Q. Scales  Amanda Wall 《The New Educator》2017,13(3):251-270

ABSTRACT

The purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research.  相似文献   

Serum gamma glutamyl transpeptidase in breast cancer     

Shashi Seth  Bina Ravi  H. S. Randhawa  Neelam Chillar  Harbans Lal 《Indian journal of clinical biochemistry : IJCB》1996,11(1):49-51

Gamma-glutamyl transpeptidase (gamma-GT) levels were estimated in the sera of patients with breast cancer and compared with those of benign breast diseases and healthy controls. Serum gamma-GT levels were found to be significantly increased in patients with breast cancer compared to the controls as well as benign breast diseases. The rise however, was nearly same in all the patients irrespective of histopathology of cancer but was directly related to tumour mass. After mastectomy the levels remained higher upto 3 months. In patients with cancer the rise in serum gamma-GT was significantly higher as compared to those with benign breast diseases. Although gamma-GT is an index of liver diseases, its high level in breast carcinoma suggests the release of the membrane bound constituents from different tissues even in carcinoma.  相似文献   

Ethnic and Racial Identity During Adolescence and Into Young Adulthood: An Integrated Conceptualization     

Adriana J. Uma?a‐Taylor  Stephen M. Quintana  Richard M. Lee  William E. Cross Jr.  Deborah Rivas‐Drake  Seth J. Schwartz  Moin Syed  Tiffany Yip  Eleanor Seaton  Ethnic  Racial Identity in the st Century Study Group 《Child development》2014,85(1):21-39

Although ethnic and racial identity (ERI) are central to the normative development of youth of color, there have been few efforts to bring scholars together to discuss the theoretical complexities of these constructs and provide a synthesis of existing work. The Ethnic and Racial Identity in the 21st Century Study Group was assembled for this purpose. This article provides an overview of the interface of ERI with developmental and contextual issues across development, with an emphasis on adolescence and young adulthood. It proposes a metaconstruct to capture experiences that reflect both individuals’ ethnic background and their racialized experiences in a specific sociohistorical context. Finally, it presents milestones in the development of ERI across developmental periods.  相似文献   

Decentralization of First Nations Education in Canada: Perspectives on Ideals and Realities of Indian Control of Indian Education     

Seth A. Agbo 《Interchange》2002,33(3):281-302

Fuelled by the concept of self-determination, efforts to improve schooling under the banner of decentralization are taking hold in First Nations communities throughout Canada. Proponents of decentralization hold the perception that decentralized systems are more likely to improve education than centralized systems. But is there a chance that local control can improve First Nations education? From the point of view of the realization of the decentralization values, the outcome is uncertain at best and gloomy at worst. To the extent that First Nations are alert to the emerging educational needs and problems and strong enough to mobilize First Nations resources on their behalf, we may entertain a cautious optimism on the resolution of some of the manifold contradictions of decentralization. I contend that unless there is a genuine devolution that entails the empowerment of First Nations communities to provide an education that is specifically suited to each community, schools for Aboriginal children will remain mediocre in quality. If decentralization is to sustain its momentum and advance productively in coming years, at least it should meet three conditions. First, certain constraints or contradictions internal to decentralization will have to be resolved. Second, Aboriginal scholars and First Nations school authorities need to employ appropriate change strategies by providing a framework for local control, and finally, First Nations communities and federal authorities need to find the key symbolic and structural characteristics of decentralizing First Nations schools.  相似文献   

Comparing first- and third-person perspectives in early elementary learning of honeybee systems     

Peppler  Kylie  Thompson  Naomi  Danish  Joshua  Moczek  Armin  Corrigan  Seth 《Instructional Science》2020,48(3):291-312

Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems thinking in the context of the emergent complexity of honeybee nectar foraging. Specifically, we worked with three first-grade classrooms assigned to one of three conditions—instruction through use of a first-person perspective only, third-person perspective only, and integrated instruction—to engage ideas of complex systems thinking. In each condition, systems concepts were targeted through instruction and assessment. The integrated and third-person classrooms demonstrated significant gains while the first-person classroom showed gains that were not statistically significant, suggesting that third-person perspectives play a critical role in how children learn systems thinking. This work also puts forth a novel assessment design for young children using multiple-choice questions.

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This Issue     

Margaret Vaughn  Seth A. Parsons 《理论付诸实践》2016,55(3):169-171

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SciEthics Interactive: science and ethics learning in a virtual environment   总被引：1，自引：0，他引：1  

Larysa Nadolny  Joan Woolfrey  Matthew Pierlott  Seth Kahn 《Educational technology research and development : ETR & D》2013,61(6):979-999

Learning in immersive 3D environments allows students to collaborate, build, and interact with difficult course concepts. This case study examines the design and development of the TransGen Island within the SciEthics Interactive project, a National Science Foundation-funded, 3D virtual world emphasizing learning science content in the context of ethical dilemmas. The 2 year development process is examined through the lens of the rapid prototyping instructional design model, following the project from conceptualization to implementation of a 3D simulation. Through expert interviews, focus groups, and working groups, we were able to determine critical scientific and ethical issues to present to learners in the virtual world. We collected data on 53 students using the simulation at universities in the United States and South Africa and evaluated their experience using qualitative and quantitative methods. Results showed that student participants were engaged and motivated by the simulation. The students reported an increase in science knowledge and ethical understanding, but individual experiences varied.  相似文献