We've been asked     

Pauline McDonald 《Early Childhood Education Journal》1980,7(3):48-49

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Dilemmas of Teaching Inquiry in Elementary Science Methods   总被引：2，自引：0，他引：2  

Newman  William J.  Abell  Sandra K.  Hubbard  Paula D.  McDonald  James  Otaala  Justine  Martini  Mariana 《Journal of Science Teacher Education》2004,15(4):257-279

Because various definitions of inquiry exist in the science education literature and in classroom practice, elementary science methods students and instructors face dilemmas during the study of inquiry. Using field notes, instructor anecdotal notes, student products, and course artifacts, science methods course instructors created fictional journal entries to represent the experiences of both the instructors and students during instruction on inquiry. Identified dilemmas were varying definitions of inquiry, the struggle to provide sufficient inquiry-based science-learning experiences, perceived time constraints, determining how much course time should be slated for science instruction versus pedagogy instruction, instructors' and students' lack of inquiry-based learning experiences, grade versus trust issues, and students' science phobia. Instructors' attempts at dealing with these dilemmas included using analogies, increased field-experience time, modeling, and detailed rubrics.  相似文献   

The Challenge and Opportunity of Competency‐Based Counselor Education     

Patrick Akos  Suzan Z. Wasik  Angela McDonald  Michelle Soler  Diana Lys 《Counselor Education & Supervision》2019,58(2):98-111

There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency‐based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored.  相似文献   

Relation of maternal cognitive stimulation, emotional support, and intrusive behavior during Head Start to children's kindergarten cognitive abilities     

Hubbs-Tait L  Culp AM  Culp RE  Miller CE 《Child development》2002,73(1):110-131

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.  相似文献   

Reflecting on institutional support for SoTL engagement: developing a conceptual framework     

Paula Myatt  Deanne Gannaway  Ivy Chia  Kym Fraser  Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160

This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building.  相似文献   

HoloLens and mobile augmented reality in medical and health science education: A randomised controlled trial     

Christian Moro  Charlotte Phelps  Petrea Redmond  Zane Stromberga 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(2):680-694

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Exploring Australian Preservice Primary Teachers’ Attitudes Toward Teaching Science Using the Dimensions of Attitude toward Science (DAS)     

McDonald  Christine V.  Klieve  Helen  Kanasa  Harry 《Research in Science Education》2021,51(5):1325-1348

Research in Science Education - Primary teachers’ attitudes have been shown to strongly influence both their intention to teach science, and ultimately student engagement and learning...  相似文献   

Career Aspirations of Non-Managerial Women: Adjustment and Adaptation     

Linda M. Hite  Kimberly S. McDonald 《Journal of Career Development》2003,29(4):221-235

This study addresses career aspirations and planning among non-managerial women. Results indicate career goals often are adapted to meet other life circumstances; and that family responsibilities, job security, and organizational support systems influence career success and satisfaction. Recommendations for organizationally based career initiatives focused on women in non-managerial positions are provided.  相似文献   

Cooperative dyads: Impact on text learning and transfer   总被引：1，自引：0，他引：1  

Barbara A. McDonald  Celia O. Larson  Donald F. Dansereau  Joni E. Spurlin 《Contemporary educational psychology》1985,10(4):369-377

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Literacy in church and family sites through the eyes of Samoan children in New Zealand     

John Dickie  Geraldine McDonald 《Literacy》2011,45(1):25-31

Samoan school children living in New Zealand were given disposable cameras and asked to photograph examples of the uses of reading and writing outside the school. Interviewed later, they explained their photographs including information about literacy in church and family. Rote learning and oral presentation of biblical texts that were read and committed to memory were characteristic of church literacy and supported by practices in the home as Shirley Brice Heath and others have reported. The purpose is closely connected to maintenance of Samoan culture and survival of the language. However, it was found that older siblings introduced school ways of learning to younger family members and that church literacy involved techniques for understanding and assessment that were similar to those of the school. It is asked whether the disparity in measured literacy performance of Samoan people is the consequence of a mismatch between church and family literacy and the literacy of the school.  相似文献