The dynamics of educational reforms in the Philippine basic and higher education sectors     

Allan?B.?de?GuzmanEmail author 《Asia Pacific Education Review》2003,4(1):39-50

This paper explains the current reforms in basic and higher education in the Philippines. Specifically, internal and external enablers in the educational environment were reviewed as justifications of the reforms both at the national level as well at the individual teacher. The reforms were treated in the light of four perspectives in the measurement of quality namely; the reputational view, the resources view, the outcomes view and the value-added view.  相似文献   

英国剑桥大学的管理及运行机制     

艾伦·文特  邵长忠 《临沂师范学院学报》2008,30(2):1-4

剑桥大学作为世界著名大学,其管理和运行机制有独到之处。对其办学体制、招生情况、财政状况、管理体制等方面进行系统的分析,总结其成功经验,对中国高校的经营和管理有一定借鉴意义。  相似文献   

Teacher Learning of Technology Enhanced Formative Assessment   总被引：1，自引：1，他引：0  

Allan Feldman  Brenda M. Capobianco 《Journal of Science Education and Technology》2008,17(1):82-99

This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct a model for knowledge skills necessary for the integration of technology enhanced FA into teachers’ practice. The model is as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum). Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR.  相似文献   

Streamline based design guideline for deterministic microfluidic hydrodynamic single cell traps     

Allan Guan  Aditi Shenoy  Richard Smith  Zhenyu Li 《Biomicrofluidics》2015,9(2)

A prerequisite for single cell study is the capture and isolation of individual cells. In microfluidic devices, cell capture is often achieved by means of trapping. While many microfluidic trapping techniques exist, hydrodynamic methods are particularly attractive due to their simplicity and scalability. However, current design guidelines for single cell hydrodynamic traps predominantly rely on flow resistance manipulation or qualitative streamline analysis without considering the target particle size. This lack of quantitative design criteria from first principles often leads to non-optimal probabilistic trapping. In this work, we describe an analytical design guideline for deterministic single cell hydrodynamic trapping through the optimization of streamline distributions under laminar flow with cell size as a key parameter. Using this guideline, we demonstrate an example design which can achieve 100% capture efficiency for a given particle size. Finite element modelling was used to determine the design parameters necessary for optimal trapping. The simulation results were subsequently confirmed with on-chip microbead and white blood cell trapping experiments.  相似文献   

Introduction     

Stuart Allan 《Journalism Practice》2015,9(4):455-464

  相似文献   

A Structural Equation Modelling on the Factors Affecting Intolerance of Uncertainty and Worry Among a Select Group of Filipino Elderly     

Allan B. de Guzman  Rose Ann Lacao  Czarina Larracas 《Educational gerontology》2015,41(2):106-119

Across the literature, the interest in the phenomenon of intolerance of uncertainty (IU) and worry has increased exponentially. However, limited empirical studies exist about the factors that affect IU and worry among older people. The purpose of the study was to examine the impact of spirituality, self-efficacy, and knowledge about aging on IU and worry. A total of 219 Filipino elderly were recruited from institutionalized and hospital care settings. A multiaspect questionnaire was utilized to measure spirituality, self-efficacy, knowledge, intolerance uncertainty, and worry. Exploratory factor analysis (EFA) was used to explore the dimensions of IU and worry. Moreover, structural equation modelling was used to test the hypothesized model. Results of EFA identified four factor dimensions of uncertainty, namely: perfection-driven uncertainty, apprehension-driven uncertainty, avoidance-driven uncertainty, negativism-driven uncertainty. Further, three factor dimensions of worry were also distinguished: constant worriers, obsessive-compulsive worriers, and happy-go-lucky worriers. Moreover, results of structural equation modeling (SEM) showed interaction among the variables presented. Additionally, spirituality showed a positive effect on self-efficacy. However, self-efficacy does not have an effect on IU and worry. Nevertheless, an emerging path between knowledge and IU supported the claim of Nuevo, Wetherell, Montorio, Ruiz, and Cabrera (2009). The study was able to determine the positive effect of spirituality to self-efficacy and its existing correlation with knowledge about aging in relation to elderly's IU and worry. The emerging model can serve as a reference for nurses to address the sociopsychological needs of the geriatric clients employing spirituality and psychiatric nursing.  相似文献   

Taking stock: a framework     

Penny Tinkler  Alexandra Allan 《Gender and education》2015,27(7):733-743

  相似文献   

Repositioning Teacher Action Research in Science Teacher Education     

Brenda M. Capobianco  Allan Feldman 《Journal of Science Teacher Education》2010,21(8):909-915

  相似文献   

Pedagogical Content Knowledge and the 2003 Science Teacher Preparation Standards for NCATE Accreditation or State Approval     

Rita Hagevik  William Veal  Erica M. Brownstein  Elizabeth Allan  Cathy Ezrailson  Joseph Shane 《Journal of Science Teacher Education》2010,21(1):7-12

The 2003 National Science Teachers Association Standards for Science Teacher Preparation (NSTA-SSTP) were developed to provide guidelines and expectations for science teacher preparation programs. This article is the fourth in a special JSTE series on accreditation written to assist science teacher educators in meeting the NSTA-SSTP. In this article, the authors discuss pedagogical content knowledge and how this is expressed in the NSTA-SSTP. Included are competencies and examples needed for a science teacher preparation program to document developing pedagogical content knowledge in preservice science teachers.  相似文献   

Building positive participation: Activities for energizing your training sessions     

Suzy Siddons  Jane Allan  James D. Russell 《Performance Improvement》2002,41(9):41-43

  相似文献