An evaluation of the use of a time-series single-subject design     

Victor J. Mayer  David K. Lewis 《科学教学研究杂志》1979,16(2):137-144

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International Co-operation in Medical Librarianship A Review of the Scholarship Program of the Medical Library Association, 1948-1960     

Mayer SG 《Bulletin of the Medical Library Association》1960,48(3):239-242

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A Plea for Letting the Elementary School Counselor Counsel     

G. Roy Mayer  Paul F. Munger 《Counselor Education & Supervision》1967,6(4):341-346

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Recommended Reading          下载免费PDF全文

Chris Mayer 《Assessment Update》2017,29(4):12-13

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Tracking instructional quality across secondary mathematics and English Language Arts classes     

Morgaen L. Donaldson  Kimberly LeChasseur  Anysia Mayer 《Journal of Educational Change》2017,18(2):183-207

Teachers have the largest school-based influence on student learning, yet there is little research on how instructional practice is systematically distributed within tracking systems. We examine whether teaching practice varies significantly across track levels and, if so, which aspects of instructional practice differ systematically. Using multilevel modeling, we find that teachers of low track classrooms provided significantly less emotional support, organizational support, and instructional support to students in their classes than did teachers of high track classrooms. Mathematics classes were also observed to have higher quality instructional support for both content understanding and analysis and problem solving than English classes. We develop cases illustrating how small but significant differences in instructional quality are associated with substantially diverging lived experiences for students in high and low track classes.  相似文献   

Moving the center of expertise: Applying a communities of practice framework to understand coaching in urban school reform     

Anysia Mayer  Sarah Woulfin  Larisa Warhol 《Journal of Educational Change》2015,16(1):101-123

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Conflict Resolution for the Helping Professions: Negotiation,Mediation, Advocacy,Facilitation, and Restorative Justice. 3rd ed.     

Bernie Mayer 《Journal of Teaching in Social Work》2018,38(4):446-450

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Science requirements in earth Science teacher preparation programs     

Victor J. Mayer 《科学教学研究杂志》1967,5(3):276-281

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The Changing Face of the Australian Teaching Profession: New generations and new ways of working and learning     

Diane Mayer 《Asia-Pacific Journal of Teacher Education》2006,34(1):57-71

Today's workforce is characterised by an increasing mix of people with varying career aspirations, work motivators and job satisfiers. This paper discusses the intergenerational nature of today's workforce, which is currently dominated by the age groups commonly referred to as Baby Boomers and Generation X. The Baby Boomers defined and redefined work during the last quarter of the twentieth century, but as they track towards retirement, GenXers' valued work patterns and their career and life aspirations are increasingly dominating. This paper draws on a body of literature about a younger generation of workers and the current world of work in today's knowledge society, and discusses possible implications for the teaching profession, particularly for attracting and retaining young people as teachers.  相似文献   

Identification and description of the momentum effect in studies of learning: An abstract science concept     

Jae-Sool Kwon  Victor J. Mayer 《科学教学研究杂志》1985,22(3):253-259

Several studies of the validity of the intensive time series design have revealed a post-intervention increase in the level of achievement data. This so called “momentum effect” has not been demonstrated through the application of an appropriate analysis technique. The purpose of this study was to identify and apply a technique that would adequately represent and describe such an effect if indeed it does occur, and to use that technique to study the momentum effect as it is observed in several data sets on the learning of the concept of plate tectonics. Subsequent to trials of several different analyses, a segmented straight line regression analysis was chosen and used on three different data sets. Each set revealed similar patterns of inflection points between lines with similar time intervals between inflections for those data from students with formal cognitive tendencies. These results seem to indicate that this method will indeed be useful in representing and identifying the presence and duration of the momentum effect in time series data on achievement. Since the momentum effect could be described in each of the data sets and since its presence seems a function of similar circumstances, support is given for its presence in the learning of abstract scientific concepts for formal cognitive tendency students. The results indicate that the duration of the momentum effect is related to the level of student understanding tested and the cognitive level of the learners.  相似文献